Working memory and academic achievement in college students with attention-deficit/hyperactivity disorder
Year: 2007
Type: dissertation
Study design: Observational Study
Abstract: This study examined working memory (WM), academic functioning and their relationship, in university/college students with previously diagnosed ADHD. Students with ADHD (N=16) and Normal Control students (N=30) were recruited. Participants completed three auditory-verbal WM measures, two visual spatial WM measures and one control executive function task. Also, they self-reported grade point averages (GPA) based on university/college courses. We found that the ADHD group displayed significant weaknesses on auditory-verbal WM tasks and one visual spatial task. They also showed a non-significant trend for lower GPA. Within the entire sample, there was a significant relationship between GPA and auditory-verbal WM. Based on these findings, young adults with ADHD who are attending university or college continue to demonstrate moderate WM impairments. Since WM abilities are linked with academic attainment, these students are at risk. Parents, physicians and educators should advise university/college-bound students with ADHD to contact accessibility services for academic guidance.
Source: TSpace (University of Toronto)
Author: Gropper, Rachel
Institution: University of Toronto
Language: English
Subfield: Psychiatry and Mental health
Field: Medicine
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W7132911828