DuPau George J, Franklin Melanie K, Pollack Brittany L, Stack Kristen S, Jaffe Aliza R, Gormley Matthew J, AnastopouIos Arthur D, Weyandt Lisa L
Lehigh University.
University of North Carolina at Greensboro.
J Postsecond Educ Disabil. 2018 Summer;31(2):161-178.
College students with attention-deficit/hyperactivity disorder (ADHD) are at greater risk than peers for im-paired educational functioning; however, little is known regarding their longitudinal academic outcomes. This study examined: (a) differences between ADHD and control participants in academic outcomes (i.e., semester GPA, credits attempted, credits earned) over the first two years of college, and (b) factors that predict second year outcomes. A sample of 456 students (50% with ADHD; 51.8% female; 71.7% Caucasian) from 10 universities completed two annual assessments. Compared to students without ADHD, students with ADHD experience more academic difficulties that persist over two years. Motivation to study reported in year one was a significant predictor of year two GPA, suggesting the importance of providing services as early as possible to support students before they struggle.
患有注意力缺陷多动障碍（ADHD）的大学生比同龄人面临更大的教育功能受损风险；然而，对于他们的纵向学业成果知之甚少。本研究考察了：（a）在大学的前两年，ADHD参与者和对照组参与者在学业成果（即学期平均绩点、尝试修读的学分、获得的学分）方面的差异，以及（b）预测二年级学业成果的因素。来自10所大学的456名学生（50%患有ADHD；51.8%为女性；71.7%为白种人）参与了两项年度评估。与没有ADHD的学生相比，患有ADHD的学生在两年间经历了更多的学业困难。一年级时报告的学习动机是二年级平均绩点的一个重要预测因素，这表明尽早提供服务以在学生陷入困境之前给予支持的重要性。
