Document Type
Article
Date of Original Version
2015
Department
Psychology
Abstract
Objective: To test if the relationship between ADHD and academic achievement is mediated by service utilization and/or study skills, and if these mediation effects are moderated by parental education level. Method: A bootstrapping method within structural equation modeling was used with data from 355 first year college students meeting strict criteria for ADHD or clearly without ADHD to test the mediation and moderation effects. Results: Study skills, but not service utilization, significantly mediated the relationship between ADHD status and GPA; however, this relationship was not significant among students with at least one parent holding a master’s degree or higher. Conclusion: Among first year college students study skills may be a more salient predictor of educational outcomes relative to ADHD status. Additional research into support services for college students with ADHD is needed, however, results suggest interventions targeting study skills may hold particular promise for these students.
Publication Title, e.g., Journal
Journal of Attention Disorders
Volume
22
Issue
4
Citation/Publisher Attribution
Gormley, M. J., Pinho, T., Pollack, B., Puzino, K., Franklin, M. K., Busch, C., DuPaul, G. J., Weyandt, L. L., & Anastopoulos, A. D. (2018). Impact of Study Skills and Parent Education on First-Year GPA Among College Students With and Without ADHD: A Moderated Mediation Model. Journal of Attention Disorders, 22(4), 334–348. https://doi.org/10.1177/1087054715594422
Available at: https://doi.org/10.1177/1087054715594422
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