Härtel, Madlen (2024) The Relationship Between ADHD and Self-Regulated Learning in University Students: Exploring the Role of Self-Compassion. Bachelor thesis, Psychology.
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Abstract
Objective: The present study investigates the relationship between ADHD and self-regulated learning (SRL) among university students, with an exploratory focus on self-compassion (SC) as a potential mediator or moderator in the relationship. Method: Participants were 168 psychology students from a university in the Netherlands, aged 16 to 29 (M=19.68, SD=1.96). ADHD was assessed using the Connor’s Adult ADHD Rating Scale (CAARS), SRL was measured through the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self-Compassion Scale (SCS) was used to assess SC. Results: We found a negative association between ADHD and both SRL and SC. However, SC was not significantly associated with SRL and the results do not indicate a mediating or moderating effect of SC. Conclusion: This study is the first to investigate ADHD in relation to self-regulated learning as well as self-compassion in university students. The findings suggest that university students with higher levels of ADHD symptoms use fewer self-regulated learning strategies and are less compassionate with themselves compared to university students without ADHD. Interventions focusing on these relationships might improve academic performance in university students with ADHD.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Groen, Y. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 24 May 2024 14:43 |
| Last Modified: | 05 Jun 2024 07:23 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/3365 |
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