Attention problems and hyperactivity as predictors of college grade point average.

OBJECTIVE

This study examined the relative contributions of measures of attention problems and hyperactivity to the prediction of college grade point average (GPA).

METHOD

A sample of 316 students enrolled in introductory psychology and sociology classes at a southeastern university completed the BASC-2 Self-Report of Personality College Form. Scores on the attention problems scale and the hyperactivity scale of the BASC-2 were entered into a regression equation as predictors of cumulative GPA.

RESULTS

Each of the independent variables made a significant contribution to the prediction of GPA. Attention problem scores alone explained 7% of the variability in GPAs. The addition of hyperactivity scores to the equation produced a 2% increase in explanatory power.

CONCLUSION

The implications of these results for assessing symptoms of inattention and hyperactivity in college students are discussed.