Work

Dropout Intention among University Students with ADHD Symptoms: Exploring a Path Model for the Role of Self-Efficacy, Resilience, and Depression

Year: 2024

Type: article

Abstract: Major conceptual models of ADHD and learning disabilities underscore the adverse effects they have on academic performance and dropout from university. Therefore, identifying psychological risks and protective factors can aid in managing academic challenges and decreasing dropout rates. In this cross-sectional study, a sample of 395 Hungarian college students (66.6% female, mean age 23.72 years [SD = 3.87]) responded to an online survey including the Adult ADHD Self-Report Scale, Beck Depression Inventory, General Self-Efficacy Questionnaire, Academic Resilience Scale, and the Higher Education Retention Questionnaire. Path analysis indicated that depression and academic resilience mediate the relationship between ADHD symptoms and dropout intention, while self-efficacy moderates this association. The findings highlight the critical role of psychological factors in shaping academic dropout for college students with ADHD symptoms. Enhancing academic resilience and self-efficacy may help mitigate the negative impact of ADHD symptoms on college retention.

Source: Education Sciences

DOI: 10.3390/educsci14101083

Authors: Vanessa Müller, David Mellor, Bettina F. Pikó

Institutions: University of Szeged, Deakin University

Language: English

Topic: Evasion and Academic Success Factors

Subfield: Demography

Field: Social Sciences

Domain: Social Sciences

SDGs: Good health and well-being, Quality education

Open Access status: gold

Estimated APC paid: $2,046