Alacha Helena F, Walbridge Fayth C, Harton Helen C, Vasko John M, Bodalski Elizabeth A, Rother Yvette, Lefler Elizabeth K
Department of Psychological & Brain Sciences, University of Louisville, Louisville, KY, USA.
Department of Psychology, University of Southern Mississippi, Hattiesburg, Mississippi, USA.
Anxiety Stress Coping. 2025 Jan;38(1):73-89. doi: 10.1080/10615806.2024.2379986. Epub 2024 Jul 17.
College students with ADHD have difficulties with emotion regulation and have poorer academic skills than peers without ADHD; however, less is known regarding the relation between ADHD symptoms, maladaptive cognitive emotion regulation strategies (CERS), and learning effectiveness. We examined whether maladaptive CERS predicted learning effectiveness, and whether this relation was moderated by ADHD symptoms. A cross-sectional online survey. College students ( = 4,183; = 19.24; 70.1% female) at eight universities completed a battery as part of a larger study. College students in our elevated ADHD group used significantly more maladaptive CERS and performed worse in three domains of learning effectiveness (i.e., Academic Self-Efficacy [ASE], Organization and Attention to Study [OAS], Stress and Time Press [STP]) than college students in our non-ADHD group. Further, ADHD symptoms moderated the relation between maladaptive CERS and OAS, such that individuals with the highest levels of ADHD symptoms were less impacted by maladaptive CERS. Increased use of CERS is unique to ADHD rather than CERS. Also, maladaptive CERS and low ADHD symptoms interact to predict poor OAS. Interventions for college students, regardless of ADHD status, should incorporate emotion regulation components to improve learning effectiveness.
患有注意力缺陷多动障碍（ADHD）的大学生在情绪调节方面存在困难，且学术技能比没有ADHD的同龄人更差；然而，关于ADHD症状、适应不良的认知情绪调节策略（CERS）和学习效果之间的关系，我们所知甚少。我们研究了适应不良的CERS是否能预测学习效果，以及这种关系是否受到ADHD症状的调节。一项横断面在线调查。八所大学的大学生（n = 4183；平均年龄 = 19.24岁；70.1%为女性）作为一项更大规模研究的一部分完成了一组测试。与我们非ADHD组的大学生相比，我们ADHD症状严重组的大学生使用了明显更多的适应不良CERS，并且在学习效果的三个领域（即学业自我效能感[ASE]、学习组织与注意力[OAS]、压力与时间紧迫感[STP]）表现更差。此外，ADHD症状调节了适应不良的CERS与OAS之间的关系，因此ADHD症状水平最高的个体受适应不良CERS的影响较小。CERS使用增加是ADHD所特有的，而非CERS本身。此外，适应不良的CERS和低ADHD症状相互作用，可预测较差的OAS。无论ADHD状况如何，针对大学生的干预措施都应纳入情绪调节成分，以提高学习效果。
