The Performance of College Students with and without ADHD: Neuropsychological, Academic, and Psychosocial Functioning

By L. Weyandt, G. DuPaul, G. Verdi, J. Rossi, Anthony J. Swentosky, Brigid S. Vilardo, Sean M. O'Dell, Kristen S. Carson. 2013

164 citations recorded by the source corpus.

This study examines differences in neuropsychological, academic, psychological and social functioning between college students with attention-deficit/hyperactivity disorder (ADHD) and non-disordered peers. Participants were college students with and without ADHD, attending two universities in the United States. Participants completed questionnaires regarding: executive functioning, psychopathological symptomatology, academic performance, study/organizational skills, social adjustment, emotional expression, and alcohol/substance use. Measures of attention, impulse control, and memory were also obtained. Statistically significant group differences emerged in the areas of executive functions, attention, internalizing and externalizing disorders, emotional expression, academic performance, study/organizational skills, and social adjustment. Implications and suggestions for future research are discussed.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/f2af1e8f9e6bef4f8527e2a4d2b5e2f59102ceb2

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In Developmental and Educational Psychology

  1. Erica K. Yuen
  2. Lauren M. Friedman
  3. Sarah A. Orban
  4. Sara B. Festini

In Psychiatry and Mental health

  1. Erica K. Yuen
  2. Lauren M. Friedman
  3. Sarah A. Orban
  4. Sara B. Festini

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