Prins, Astrid (2023) The Role of ADHD and Executive Functions in Self-Regulated Learning Skills of University Students. Bachelor thesis, Psychology.
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Abstract
Research has found that university students with Attention Deficit Hyperactivity Disorder (ADHD) experience more academic problems than their peers. Two factors that might play a role in this are self-regulated learning and executive function. The present study therefore examined the relationship between ADHD symptoms, executive function and self-regulated learning strategies. University students (N = 160) were asked to fill out an online questionnaire. The data were analysed using a partial correlation analysis. Results showed a negative relationship between ADHD symptoms and cognitive learning strategies. However, this relationship disappeared when controlling for executive function. Executive function did however show a negative correlation with cognitive learning strategies when controlling for ADHD symptoms. Additionally, this study found a negative correlation between inattentive symptoms of ADHD and cognitive learning strategies, but no significant relation between hyperactive/impulsive symptoms and cognitive learning strategies. These findings suggest that students with ADHD, specifically students with inattentive symptoms of ADHD, use less cognitive learning strategies than their peers. Additionally, this study shows a mediating role of executive function in this relationship. These findings could help improve interventions for students with ADHD, thereby closing the academic gap between them and their peers. Keywords: Attention Deficit Hyperactivity Disorder (ADHD), Executive Function, Self-Regulated Learning, University Students
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Groen, Y. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 22 Jun 2023 19:53 |
| Last Modified: | 22 Jun 2023 19:53 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2033 |
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