Access Type

Open Access Dissertation

Date of Award

January 2013

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Educational Psychology

First Advisor

Stephen Hillman

Second Advisor

Alan Hoffman

Abstract

ABSTRACT

PROTECTIVE FACTORS FOR EMERGING ADULTS WITH SUBCLINICAL ADHD

by

OLIVIA A. McGARRAGLE

May 2013

Advisor: Dr. Stephen Hillman

Major: Educational Psychology

Degree: Doctor of Philosophy

This study investigated the understudied and significant problem of subclinical ADHD in emerging adult college students. Limited literature had estimated a significant prevalence of 10-15% in this age group (Bussing et al., 2010). Studies have established that although individuals with subclinical ADHD do not meet full DSM-IV criteria for ADHD, they experience significant academic impairment nonetheless (Kats-Gold, Besser & Priel, 2007). ADHD experts have demonstrated that subclinical ADHD individuals need to be identified in order to provide the appropriate academic accommodation (Bussing et al., 2010; Du Paul et al., 2009; Norwalk, Norvilitis & MacLean, 2009). This study used the online survey service survey monkey and a large sample of college students to learn about the relationship between subclinical ADHD and academic performance. Potential protective factors: interpersonal skills, history of a mentor, and study skills were investigated as moderators of this relationship. 200 college students participated in this study; 100 qualified as having subclinical ADHD, the other 100 were nonclinical. Students completed self report questionnaires online measuring ADHD symptoms, interpersonal skills, presence of a mentor, demographic information, and their cumulative and course grade point averages (GPA). Subclinical ADHD students were found to have lower achievement. A negative relationship between level of subclinical ADHD symptoms and GPA was demonstrated. Subclinical ADHD students were shown to possess study skills deficits: certain sub skills in particular. Importantly, subclinical ADHD was shown to significantly predict GPA. Study skills, self-efficacy for learning in particular predicted GPA accounting for 11% variance. Finally, this study built a relational model between subclinical ADHD and GPA in emerging adults by demonstrating that study skills moderated this relationship, and therefore, served as a protective factor for at-risk subclinical ADHD college students.

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