Cognitive emotion regulation and learning effectiveness in college students with ADHD symptoms.

IF 2.3 3区心理学 Q2 PSYCHIATRY

Anxiety Stress and Coping Pub Date : 2024-07-17 DOI:10.1080/10615806.2024.2379986

Helena F Alacha, Fayth C Walbridge, Helen C Harton, John M Vasko, Elizabeth A Bodalski, Yvette Rother, Elizabeth K Lefler

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引用次数: 0

Abstract

Background: College students with ADHD have difficulties with emotion regulation and have poorer academic skills than peers without ADHD; however, less is known regarding the relation between ADHD symptoms, maladaptive cognitive emotion regulation strategies (CERS), and learning effectiveness.

Objectives: We examined whether maladaptive CERS predicted learning effectiveness, and whether this relation was moderated by ADHD symptoms.

Design: A cross-sectional online survey.

Methods: College students (N = 4,183; M_age = 19.24; 70.1% female) at eight universities completed a battery as part of a larger study.

Results: College students in our elevated ADHD group used significantly more maladaptive CERS and performed worse in three domains of learning effectiveness (i.e., Academic Self-Efficacy [ASE], Organization and Attention to Study [OAS], Stress and Time Press [STP]) than college students in our non-ADHD group. Further, ADHD symptoms moderated the relation between maladaptive CERS and OAS, such that individuals with the highest levels of ADHD symptoms were less impacted by maladaptive CERS.

Conclusion: Increased use of maladaptive CERS is unique to ADHD rather than lack of adaptive CERS. Also, maladaptive CERS and low ADHD symptoms interact to predict poor OAS. Interventions for college students, regardless of ADHD status, should incorporate emotion regulation components to improve learning effectiveness.

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有多动症症状的大学生的认知情绪调节和学习效率。

背景：与没有多动症的大学生相比，患有多动症的大学生在情绪调节方面存在困难，学习能力也较差；然而，人们对多动症症状、适应不良的认知情绪调节策略（CERS）和学习效率之间的关系知之甚少：我们研究了适应不良的认知情绪调节策略是否会影响学习效率，以及这种关系是否会受到多动症症状的调节：设计：横断面在线调查：方法：八所大学的大学生（N = 4,183；Mage = 19.24；70.1%为女性）完成了一项电池测试，这是一项大型研究的一部分：结果：与非ADHD组的大学生相比，我们的ADHD升高组的大学生使用了更多的适应不良的CERS，并且在学习效率的三个领域（即学术自我效能感[ASE]、学习组织和注意力[OAS]、压力和时间压力[STP]）的表现更差。此外，ADHD症状调节了适应不良CERS和OAS之间的关系，因此ADHD症状最严重的人受到适应不良CERS的影响较小：结论：适应不良CERS的使用增加是ADHD所特有的，而不是缺乏适应性CERS。此外，适应不良CERS和低ADHD症状相互作用，预测了不良OAS。针对大学生的干预措施，无论其是否患有多动症，都应包含情绪调节的内容，以提高学习效率。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Anxiety Stress and Coping Multiple-

CiteScore

7.20

自引率

0.00%

发文量

期刊介绍： This journal provides a forum for scientific, theoretically important, and clinically significant research reports and conceptual contributions. It deals with experimental and field studies on anxiety dimensions and stress and coping processes, but also with related topics such as the antecedents and consequences of stress and emotion. We also encourage submissions contributing to the understanding of the relationship between psychological and physiological processes, specific for stress and anxiety. Manuscripts should report novel findings that are of interest to an international readership. While the journal is open to a diversity of articles.