Kemmer, Raphael (2024) ADHD Symptomatology, Self-Regulated Learning and Academic Performance in First-Year Psychology Students. Master thesis, Psychology.
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Abstract
Young adults that transition from school to a more independent and less structured life at university can struggle with these new changes. For university students with Attention-deficit/hyperactivity disorder (ADHD) this transition is even further hampered due to the executive function problems and poor self-regulation that can impede effective learning and successful performance at the university. Research shows that high ADHD symptomatology leads to worse self-regulated learning strategies and lower performance seen in lower grade-point averages (GPA). It is crucial to know what factors of self-regulated learning are affected to create possible interventions, therefore we investigated the relationship between ADHD symptomatology, self-regulated learning strategies and GPA. Our sample consists of first-year psychology students (N = 215) who completed online questionnaires. Results showed that students with high ADHD symptomatology had lower self-regulation, lower intrinsic goal orientation, higher test anxiety and received lower grades. Worse self-regulated learning was not related to the outcome of higher GPA. I conclude that high ADHD symptomatology negatively impacts on self-regulated learning strategies and performance of the students. Keywords: ADHD, self-regulated learning, academic performance, university students
| Item Type: | Thesis (Master) |
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| Supervisor name: | Groen, Y. |
| Degree programme: | Psychology |
| Differentiation route: | Clinical Neuropsychology (CN) [Master Psychology] |
| Date Deposited: | 27 Sep 2024 11:04 |
| Last Modified: | 27 Sep 2024 11:04 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4396 |
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