Predictors of Academic Success Among College Students With Attention Disorders

Abstract

Among 68 students with attention deficit hyperactivity disorder, academic success was positively correlated with time management skills and freedom from financial stress. As a group, students with higher grade point averages reported fewer coping resources than did academically lower achieving students. Less academically successful students likely spend more time using coping mechanisms and therefore may have less time to study. Implications for professional practice and suggestions for future research are discussed.

Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions

“…Consistent with the findings of Advokat et al (2011), the groups were equivalent on amount of time spent studying. Though previous research has reported that students with ADHD describe coping with ADHD by working harder and longer than other students (Kaminski, Turnock, Rosén, & Laster, 2006), this was not the case with our sample. Students with and without ADHD reported spending similar amounts of time in leisure, work, and organized co-curricular activities.…”

“…As a defining deficit for ADHD, poor sustained attention could compromise the value of time spent studying, regardless of study planning or environmental characteristics. A number of interventions for addressing poor sustained attention exist, including training in time management, organization, and self-awareness (Kaminski et al, 2006), academic coaching Parker, Hoffman, Sawilowsky, & Rolands, 2013), and use of ADHD medication (Greenhill et al, 2004).…”

College students with attention-deficit/hyperactivity disorder

“…Obstacles to academic success include procrastination, disorganization, poor study skills and time management, and peer pressure to socialize rather than to study [34]. They have less well-developed academic coping skills, such as self-discipline and motivation, and are anxious and perfectionistic [33,34].…”

“…They have less well-developed academic coping skills, such as self-discipline and motivation, and are anxious and perfectionistic [33,34]. Finally, possessing good time management skills and freedom from fi nancial stress [34] predict success in college students with ADHD symptoms, suggesting that skills development and environment structuring may offset academic problems.…”

“…Students with ADHD work harder and longer compared with their peers in an effort to manage the impact of the condition [34]. Obstacles to academic success include procrastination, disorganization, poor study skills and time management, and peer pressure to socialize rather than to study [34].…”