患有和未患有注意力缺陷/多动障碍的大学生教育功能的预测因素和轨迹》(Predictors and Trajectories of Educational Functioning in College Students With and Without Attention-Deficit/Hyperactivity Disorder)。

IF 0.7 Q4 EDUCATION, SPECIAL
George J DuPau, Melanie K Franklin, Brittany L Pollack, Kristen S Stack, Aliza R Jaffe, Matthew J Gormley, Arthur D AnastopouIos, Lisa L Weyandt
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引用次数: 0

摘要

与同龄人相比,患有注意力缺陷/多动障碍(ADHD)的大学生面临着更大的教育功能受损风险;然而,人们对他们的纵向学业成绩却知之甚少。本研究调查了:(a) ADHD 学生与对照组学生在大学前两年学业成绩(即学期平均学分绩点、已修读学分、已获得学分)方面的差异;(b) 预测第二年学业成绩的因素。来自 10 所大学的 456 名学生(50% 患有多动症;51.8% 为女性;71.7% 为白种人)完成了两次年度评估。与未患有多动症的学生相比,患有多动症的学生在学业上遇到的困难更多,这些困难会持续两年。第一年报告的学习动机是预测第二年平均学分绩点的重要因素,这表明尽早提供服务以在学生陷入困境之前为其提供支持的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Predictors and Trajectories of Educational Functioning in College Students With and Without Attention-Deficit/Hyperactivity Disorder.

Predictors and Trajectories of Educational Functioning in College Students With and Without Attention-Deficit/Hyperactivity Disorder.

Predictors and Trajectories of Educational Functioning in College Students With and Without Attention-Deficit/Hyperactivity Disorder.

College students with attention-deficit/hyperactivity disorder (ADHD) are at greater risk than peers for im-paired educational functioning; however, little is known regarding their longitudinal academic outcomes. This study examined: (a) differences between ADHD and control participants in academic outcomes (i.e., semester GPA, credits attempted, credits earned) over the first two years of college, and (b) factors that predict second year outcomes. A sample of 456 students (50% with ADHD; 51.8% female; 71.7% Caucasian) from 10 universities completed two annual assessments. Compared to students without ADHD, students with ADHD experience more academic difficulties that persist over two years. Motivation to study reported in year one was a significant predictor of year two GPA, suggesting the importance of providing services as early as possible to support students before they struggle.

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