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ADHD Symptomatology and Its Relationship to Factors Associated With College Adjustment

State University of New York College at Buffalo

Jill M. Norvilitis

State University of New York College at Buffalo, norviljm{at}buffalostate.edu

Michael G. MacLean

State University of New York College at Buffalo

Objective: The present study assessed the relationship between self-reported ADHD symptomatology in college students and various factors that are associated with persistence in college. Method: A total of 321 students completed questionnaires examining ADHD symptoms, academic and social adjustment to college, career decision-making self-efficacy, study skills, and GPA. Results: Analyses indicated that higher levels of ADHD symptoms were significantly related to lower levels of career decision-making self-efficacy, academic adjustment, study skills, and GPA. Regression analyses revealed that only the inattentive cluster of symptoms was a significant predictor of career decision-making self-efficacy, study skills, and academic adjustment. Conclusion: These results suggest that the inattentive symptoms of ADHD may have a particularly negative effect on success in college. (J. of Att. Dis. 2009; 13(3) 251-258)

Key Words: ADHD • inattention • college • adjustment

This version was published on November 1, 2009

Journal of Attention Disorders, Vol. 13, No. 3, 251-258 (2009)
DOI: 10.1177/1087054708320441


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