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The Performance of College Students with and without ADHD: Neuropsychological, Academic, and Psychosocial Functioning

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Abstract

This study examines differences in neuropsychological, academic, psychological and social functioning between college students with attention-deficit/hyperactivity disorder (ADHD) and non-disordered peers. Participants were college students with and without ADHD, attending two universities in the United States. Participants completed questionnaires regarding: executive functioning, psychopathological symptomatology, academic performance, study/organizational skills, social adjustment, emotional expression, and alcohol/substance use. Measures of attention, impulse control, and memory were also obtained. Statistically significant group differences emerged in the areas of executive functions, attention, internalizing and externalizing disorders, emotional expression, academic performance, study/organizational skills, and social adjustment. Implications and suggestions for future research are discussed.

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Acknowledgment

This study was supported by a grant from SHIRE.

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Authors and Affiliations

  1. Department of Psychology, Chafee Social Science Center, University of Rhode Island, Kingston, RI, 02881, USA

    Lisa Weyandt, Genevieve Verdi, Joseph S. Rossi & Anthony J. Swentosky

  2. Lehigh University, Iococca Hall, Bethlehem, PA, 18015, USA

    George J. DuPaul, Brigid S. Vilardo, Sean M. O’Dell & Kristen S. Carson

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  1. Lisa Weyandt
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  2. George J. DuPaul
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  7. Sean M. O’Dell
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Correspondence to Lisa Weyandt.

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Weyandt, L., DuPaul, G.J., Verdi, G. et al. The Performance of College Students with and without ADHD: Neuropsychological, Academic, and Psychosocial Functioning. J Psychopathol Behav Assess 35, 421–435 (2013). https://doi.org/10.1007/s10862-013-9351-8

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