・ Higher levels of inattentive symptoms were related to decreased academic and social adjustment, career decision-making, self-efficacy, and poorer study. ・ Depression itself clearly plays a role in college students’ adjustment, but this appears to be independent of the role of ADHD symptomatology. ・ Higher levels of ADHD were associated with higher levels of depression (p < 0.001), depression significantly predicted social adjustment (p < 0.001). ・ Higher levels of ADHD were related to lower levels of academic adjustment (p < 0.01), poorer study skills (p < 0.001), and lower levels of social adjustment to college (p = 0.31). | |
・ Students with ADHD reported more academic concerns and depressive symptoms. This was explained by higher rates of inattention among students with ADHD and was unrelated to hyperactivity. ・ Students currently diagnosed with ADHD reported more concerns about their academic performance and higher rates of depressive symptoms (effect size 0.48 and 037). ・ Inattentive symptoms remained a significant predictor of depressive symptoms after personality factors were controlled for p < 0.001. | |
・ The most consistent correlates for all domains of impaired school functioning were youth reported and mother reported inattention symptoms and increased age. ・ Both ADHD groups (persistent and non-persistent ADHD) had lower full-scale IQ (p < 0.001). | |
Articles relating to predictive factors or associations of ADHD with academic outcomes | |
・ Identification of three global themes: gaining insight about ADHD, managing life and utilizing sources of support. Each global theme contains factors that hinder, as well as factors that help the college student with ADHD. ・ Persistent symptoms created challenges to academic success because of poor time management and organization skills, difficulty staying focused, failure to complete work on time, poor motivation, poor reading and study skills and difficulty sleeping and getting up in the morning. | |
・ Relative to other students, those with self-reported ADHD reported more academic concerns, depressive symptoms, social concerns, and emotional instability. ・ For groups with current and past symptoms, inattention was present to a larger extend compared to hyperactivity (1.23/0.88 vs. 1.00/0.73). | |
Articles related to self-concept | |
・ The results suggest that the relation between ADHD and college adjustment is partially mediated by self-reported levels of self-esteem (p = 0.001). ・ There were significant main effects for group (p = 0.001) and gender (p < 0.03). Female participants in general reported better social skills than male participants do. | |
・ There is a significant association between academic buoyancy (students’ capacity to successfully overcome setback and challenge) and outcomes for students with ADHD. ・ For the ADHD and non-ADHD groups, academic buoyancy is positively correlated with achievement (0.19 and 0.13) and engagement (0.38 and 0.35). | |
・ ADHD participants were significantly more likely to engage in the positive illusory bias (effect of people thinking they are “better than average”) for work skills ratings (p = 0.005). | |
・ Students with ADHD reported significantly higher paternal support than controls (p < 0.04) who reported significantly greater support from friends (p < 0.02). ・ There was a significant effect for gender for grade point average, (females scoring higher than males; p< 0.022). ・ For students with ADHD, environmental mastery (competence in managing their environment, making effective use of available opportunities) significantly predicted total self-concept (p < 0.009). | |
・ Children with ADHD criteria had significantly lower self-esteem (p < 0.05). ・ Total self-esteem scores varied significantly by type of associated disorders and were lowest for children with comorbid internalizing symptoms (p < 0.001). ADHD alone: n = 52; Piers-Harris Self-Concept Scale (PHSCS) 65.4 − ADHD + externalizing: n = 40; PHSCS 61.9 − ADHD + internalizing: n = 18; PHSCS 46.8 − ADHD + externalizing + internalizing: n = 18; PHSCS 47.7. | |
Articles related to working memory or a specific academic skill | |
・ Two thirds of the students with ADHD passed all of their foreign language courses without the use of instructional accommodations (for example for example extended time). | |
・ The ADHD group displayed significant weaknesses on auditory?verbal working memory tasks. ・ Within the entire sample, there was a significant relationship between for grade point average and auditory-verbal working memory (r = 0.405, p < 0.01). | |