ERIC Number: EJ1012756
Record Type: Journal
Publication Date: 2013-Apr
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1087-0547
EISSN: N/A
Self-Control in Postsecondary Settings: Students' Perceptions of ADHD College Coaching
Parker, David R.; Hoffman, Sharon Field; Sawilowsky, Shlomo; Rolands, Laura
Journal of Attention Disorders, v17 n3 p215-232 Apr 2013
Objective: The objective of this study was to identify undergraduates' perceptions of the impact of ADHD coaching on their academic success and broader life functioning. Method: One-on-one interviews were conducted with 19 students on 10 different U.S. campuses who comprised a purposive sample of gender, cumulative grade point average, and self-regulation skills variables as measured by the Learning and Study Strategies Inventory. Interview transcripts were coded using NVivo 8 software, and emergent themes were triangulated with students' descriptions of personal artifacts that symbolized coaching's influence on their lives. Results: Students reported that ADHD coaching helped them become more self-regulated, which led to positive academic experiences and outcomes. Students described ADHD coaching as a unique service that helped them develop more productive beliefs, experience more positive feelings, and engage in more self-regulated behaviors. Conclusion: ADHD coaching helped participants enhance their self-control as they responded to the multifaceted demands of undergraduate life. (Contains 2 tables and 2 figures.)
Descriptors: Self Control, Attention Deficit Hyperactivity Disorder, Student Attitudes, Undergraduate Students, Gender Differences, Grade Point Average, Computer Software, Measures (Individuals), Coding, Coaching (Performance), Academic Achievement, Metacognition, Outcomes of Education, Intervention, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory
Grant or Contract Numbers: N/A