Thomfohrde, Joana (2023) The Role of Executive Functions and Self-Regulatory Learning Skills in Students with ADHD Symptomology. Bachelor thesis, Psychology.
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Bachelor Thesis, J.Thomfohrde, s3982130, J.T. Kopie.pdf Download (794kB) | Preview |
Abstract
Attention deficit and hyperactivity/impulsivity disorder (ADHD) has been linked to deficits in executive functioning and problems in self-regulation. For university students who want to achieve in an academic setting, those deficits and problems can influence their ability to succeed. To provide them with the necessary support, it is important to identify such challenges. This study aimed to investigate the influence of executive functioning (strategic planning and organization) and self-regulated learning strategies (cognitive learning strategies) on students who present with ADHD symptomology. Additionally, it was investigated how ADHD symptom clusters of inattention and hyperactivity/impulsivity relate to cognitive learning strategies, strategic planning and organization. Method: The study utilised a participant pool of first-year psychology students (N = 160) who completed the Conners’ Adult ADHD Rating Scale, the Executive Functioning Index scale and the Motivated Strategies for Learning Questionnaire. The data was analysed using bivariate Pearson correlations and partial correlation. Results: Our results showed a significant correlation between ADHD symptomology and each executive functioning scale used, not influenced by the other executive functioning scale. The executive functions showed significant influence over the correlation between cognitive learning strategies and ADHD symptomology. Especially over the inattention symptom cluster. Conclusion: This paper corroborates previous findings regarding deficits in executive functioning and self-regulated learning strategies in students with ADHD symptoms. Furthermore, the results highlight the differences between ADHD symptom clusters. They suggest that executive functions only significantly influence the relation between inattentive ADHD symptoms and cognitive learning strategies.
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | Groen, Y. and Borger, N.A. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 20 Jun 2023 11:43 |
| Last Modified: | 20 Jun 2023 11:43 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2021 |
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