First-Year College Students With ADHD and/or LD: Differences in Engagement, Positive Core Self-Evaluation, School Preparation, and College Expectations. (May 2017)

• Record Type: Journal Article
• Authors: DuPaul, George J.; Pinho, Trevor D.; Pollack, Brittany L.; Gormley, Matthew J.; Laracy, Seth D.
• Is Part Of: Journal of learning disabilities. Volume 50:Number 3(2017)
• Page Start: 238
• Page End: 251
• Publication Date: 2017-05
• Subjects: ADHD -- LD -- college students -- self-evaluation; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0022219415617164
• Languages: English
• ISSNs: 0022-2194

Abstract

Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school preparation behaviors, and goals/expectations. Participants were from the 2010 Cooperative Institutional Research Program Freshman Survey, including students with ADHD ( n = 5, 511), LD ( n = 2, 626), ADHD+LD ( n = 1, 399), or neither disability ( n = 5, 737). Controlling for SAT/ACT scores, family income, and parent education, students with ADHD, LD, or ADHD+LD differed from peers on self-ratings of academic and creative abilities and psychosocial functioning; school disengagement, substance use, and emotional difficulties during their last year of high school; reasons for attending college; and expectations for college activities. Several differences were found between disability groups. Implications for college support services and future research are discussed.