Dropout Intention among University Students with ADHD Symptoms: Exploring a Path Model for the Role of Self-Efficacy, Resilience, and Depression

Abstract

Major conceptual models of ADHD and learning disabilities underscore the adverse effects they have on academic performance and dropout from university. Therefore, identifying psychological risks and protective factors can aid in managing academic challenges and decreasing dropout rates. In this cross-sectional study, a sample of 395 Hungarian college students (66.6% female, mean age 23.72 years [SD = 3.87]) responded to an online survey including the Adult ADHD Self-Report Scale, Beck Depression Inventory, General Self-Efficacy Questionnaire, Academic Resilience Scale, and the Higher Education Retention Questionnaire. Path analysis indicated that depression and academic resilience mediate the relationship between ADHD symptoms and dropout intention, while self-efficacy moderates this association. The findings highlight the critical role of psychological factors in shaping academic dropout for college students with ADHD symptoms. Enhancing academic resilience and self-efficacy may help mitigate the negative impact of ADHD symptoms on college retention.