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Self-Reported ADHD and Adjustment in College

Cross-sectional and Longitudinal Findings

Duke University

Adrianne N. Gilbert

Duke University

Arthur D. Anastopoulos

University of North Carolina at Greensboro

E. Jane Costello

Duke University

Rick H. Hoyle

Duke University

H. Scott Swartzwelder

Duke University

David L. Rabiner

Duke University, drabiner{at}duke.edu

Objective: To examine the association between self-reported ADHD and college adjustment. Participants: Study 1 included nearly 3400 undergraduates attending a public and private university. Study 2 included 846 students who participated during freshman and sophomore year. Method: Students completed a web-based survey that assessed diagnostic status and adjustment in multiple domains. Results: Relative to other students, those with self-reported ADHD had lower GPAs and reported more academic concerns, depressive symptoms, social concerns, emotional instability, and substance use. Overall, however, most were making satisfactory adjustments in these domains. Benefits of medication treatment were not found. Freshman year ADHD predicted lower GPA, increased academic concerns and alcohol use, and smoking initiation. Conclusion: Students with ADHD struggled relative to peers but most were adjusting reasonably well across multiple domains. Future research should move beyond the use of self-reported diagnosis and more carefully examine the impact of medication treatment in this population. (J. of Att. Dis. 2009; 13(3) 297-309)

Key Words: ADHD in college students • college adjustment and ADHD • college adjustment • adult ADHD

This version was published on November 1, 2009

Journal of Attention Disorders, Vol. 13, No. 3, 297-309 (2009)
DOI: 10.1177/1087054709334446


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