ERIC Number: EJ1237096
Record Type: Journal
Publication Date: 2020-Jan
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: N/A
Postsecondary Attention-Deficit/Hyperactivity Disorder and Deliberate Practice: Study Time, Study Quality, and Self-Perceptions
Lindstrom, Will; Nelson, Jason M.; Foels, Patricia
Psychology in the Schools, v57 n1 p44-61 Jan 2020
The current study examined study habits of postsecondary students with attention-deficit/hyperactivity disorder (ADHD) through the theoretical context of deliberate practice. The responses of participants with and without ADHD were compared on a survey of study time, study quality, and self-perceptions of study habits, as well as a measure of test anxiety. Groups were equivalent on reports of study time and time spent in other activities, percentage of classes they attend, use of conducive study environments, and planning of studying. Despite similar study behaviors, ADHD participants were more likely to feel unprepared for tests, reported significantly higher test anxiety, and had lower grade point averages. Regardless of ADHD status, the majority of study participants were not implementing deliberate practice behaviors, with the exception of class attendance, and study times fell far below recommended levels. Findings provided evidence that emulating the study behaviors of peers is not sufficient for students with ADHD to experience similar outcomes.
Descriptors: Attention Deficit Hyperactivity Disorder, Student Attitudes, Self Concept, Study Habits, Comparative Analysis, Test Anxiety, Student Behavior, Test Preparation, Grade Point Average, Attendance, Peer Relationship, College Students, Time Management
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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
Grant or Contract Numbers: N/A