Helena F Alacha, Fayth C Walbridge, Helen C Harton, John M Vasko, Elizabeth A Bodalski, Yvette Rother, Elizabeth K Lefler
{"title":"有多动症症状的大学生的认知情绪调节和学习效率。","authors":"Helena F Alacha, Fayth C Walbridge, Helen C Harton, John M Vasko, Elizabeth A Bodalski, Yvette Rother, Elizabeth K Lefler","doi":"10.1080/10615806.2024.2379986","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Objectives: </strong>We examined whether maladaptive CERS predicted learning effectiveness, and whether this relation was moderated by ADHD symptoms.</p><p><strong>Design: </strong>A cross-sectional online survey.</p><p><strong>Methods: </strong>College students (<i>N</i> = 4,183; <i>M</i><sub>age</sub> = 19.24; 70.1% female) at eight universities completed a battery as part of a larger study.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>Increased use of <i>maladaptive</i> CERS is unique to ADHD rather than <i>lack of adaptive</i> 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.</p>","PeriodicalId":2,"journal":{"name":"ACS Applied Bio Materials","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Cognitive emotion regulation and learning effectiveness in college students with ADHD symptoms.\",\"authors\":\"Helena F Alacha, Fayth C Walbridge, Helen C Harton, John M Vasko, Elizabeth A Bodalski, Yvette Rother, Elizabeth K Lefler\",\"doi\":\"10.1080/10615806.2024.2379986\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>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.</p><p><strong>Objectives: </strong>We examined whether maladaptive CERS predicted learning effectiveness, and whether this relation was moderated by ADHD symptoms.</p><p><strong>Design: </strong>A cross-sectional online survey.</p><p><strong>Methods: </strong>College students (<i>N</i> = 4,183; <i>M</i><sub>age</sub> = 19.24; 70.1% female) at eight universities completed a battery as part of a larger study.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>Increased use of <i>maladaptive</i> CERS is unique to ADHD rather than <i>lack of adaptive</i> 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.</p>\",\"PeriodicalId\":2,\"journal\":{\"name\":\"ACS Applied Bio Materials\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2024-07-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ACS Applied Bio Materials\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/10615806.2024.2379986\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"MATERIALS SCIENCE, BIOMATERIALS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ACS Applied Bio Materials","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/10615806.2024.2379986","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MATERIALS SCIENCE, BIOMATERIALS","Score":null,"Total":0}
Cognitive emotion regulation and learning effectiveness in college students with ADHD symptoms.
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; Mage = 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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