Academic Trajectories of College Students With and Without Attention Deficit Hyperactivity Disorder: Predictors of Four-Year Outcomes

• In Event: Marriott Roundtable Session 22
  In Roundtable Session: Serving College Students Across Different Needs and Abilities

Abstract

Attention-deficit/hyperactivity disorder (ADHD) affects approximately 6% of college students and is associated with substantial risk for educational difficulties. We examined academic performance (i.e., GPA, progress towards graduation) and use of study skills strategies for college students with ADHD (n = 201) and non-ADHD controls (n = 205). Multiple-group latent growth curve modeling estimated trajectories across four years. Students with ADHD obtained significantly lower GPAs and exhibited less frequent use of study skills strategies than Controls. Small differences in study skills strategies favoring medicated students with ADHD were found. Multiple predictors of academic outcomes included parent education, executive functioning, knowledge of ADHD, anxiety symptoms, and receipt of academic services. Findings have direct implications for intervention prior to and throughout college.

Authors

• George J DuPaul, Lehigh University

• Matthew Gormley, University of Nebraska - Lincoln

• Jeffrey Labban, University of North Carolina - Greensboro

• Arthur D Anastopoulos, University of North Carolina - Greensboro

• Lisa L Weyandt, University of Rhode Island