ERIC Number: EJ1139498
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
First-Year College Students with ADHD And/or LD: Differences in Engagement, Positive Core Self-Evaluation, School Preparation, and College Expectations
DuPaul, George J.; Pinho, Trevor D.; Pollack, Brittany L.; Gormley, Matthew J.; Laracy, Seth D.
Journal of Learning Disabilities, v50 n3 p238-251 May-Jun 2017
Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school preparation behaviors, and goals/expectations. Participants were from the 2010 Cooperative Institutional Research Program Freshman Survey, including students with ADHD (n = 5,511), LD (n = 2,626), ADHD+LD (n = 1,399), or neither disability (n = 5,737). Controlling for SAT/ACT scores, family income, and parent education, students with ADHD, LD, or ADHD+LD differed from peers on self-ratings of academic and creative abilities and psychosocial functioning; school disengagement, substance use, and emotional difficulties during their last year of high school; reasons for attending college; and expectations for college activities. Several differences were found between disability groups. Implications for college support services and future research are discussed.
Descriptors: College Freshmen, Attention Deficit Hyperactivity Disorder, Learning Disabilities, Control Groups, Multivariate Analysis, Self Evaluation (Individuals), College Preparation, Transitional Programs, Student Surveys, Learner Engagement, Substance Abuse, Emotional Disturbances, Expectation, High School Students, College Bound Students, Likert Scales, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; High Schools
Authoring Institution: N/A