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

被引:2
作者
Mueller, Vanessa [1 ]
Mellor, David [2 ]
Piko, Bettina F. [3 ]
机构
[1] Univ Szeged, Doctoral Sch Educ, H-6722 Szeged, Hungary
[2] Deakin Univ, Sch Psychol, Burwood, Vic 3125, Australia
[3] Univ Szeged, Dept Behav Sci, H-6722 Szeged, Hungary
关键词
ADHD symptoms; higher education; risk and protective factors; dropout intention; REPORT SCALE ASRS; COLLEGE-STUDENTS; SCREENING SCALE; DISORDER; TRAJECTORIES; CHILDHOOD; VALIDITY; STRESS; SAMPLE; PREDICTORS;
D O I
10.3390/educsci14101083
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页数:17
相关论文
共 91 条
[1]   Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees [J].
Allan, John F. ;
McKenna, Jim ;
Dominey, Susan .
BRITISH JOURNAL OF GUIDANCE & COUNSELLING, 2014, 42 (01) :9-25
[2]   A Randomized Controlled Trial Examining CBT for College Students With ADHD [J].
Anastopoulos, Arthur D. ;
Langberg, Joshua M. ;
Eddy, Laura D. ;
Silvia, Paul J. ;
Labban, Jeffrey D. .
JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY, 2021, 89 (01) :21-33
[3]   Cognitive-Behavioral Therapy for College Students With ADHD: Temporal Stability of Improvements in Functioning Following Active Treatment [J].
Anastopoulos, Arthur D. ;
King, Kristen A. ;
Besecker, Laura H. ;
O'Rourke, Sarah R. ;
Bray, Allison C. ;
Supple, Andrew J. .
JOURNAL OF ATTENTION DISORDERS, 2020, 24 (06) :863-874
[4]   A Cognitive-Behavior Therapy and Mentoring Program for College Students With ADHD [J].
Anastopoulos, Arthur D. ;
King, Kristen A. .
COGNITIVE AND BEHAVIORAL PRACTICE, 2015, 22 (02) :141-151
[5]   College Stress, Minority Status Stress, Depression, Grades, and Persistence Intentions Among Hispanic Female Students: A Mediation Model [J].
Arbona, Consuelo ;
Fan, Weihua ;
Olvera, Norma .
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES, 2018, 40 (04) :414-430
[6]  
Bandura A., 1986, SOCIAL FDN THOUGHT A
[7]  
Bandura A., 1999, Self-efficacy: The exercise of control
[8]   THE MODERATOR MEDIATOR VARIABLE DISTINCTION IN SOCIAL PSYCHOLOGICAL-RESEARCH - CONCEPTUAL, STRATEGIC, AND STATISTICAL CONSIDERATIONS [J].
BARON, RM ;
KENNY, DA .
JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 1986, 51 (06) :1173-1182
[9]   The study, evaluation, and improvement of university student self-efficacy [J].
Bartimote-Aufflick, Kathryn ;
Bridgeman, Adam ;
Walker, Richard ;
Sharma, Manjula ;
Smith, Lorraine .
STUDIES IN HIGHER EDUCATION, 2016, 41 (11) :1918-1942
[10]   AN INVENTORY FOR MEASURING DEPRESSION [J].
BECK, AT ;
ERBAUGH, J ;
WARD, CH ;
MOCK, J ;
MENDELSOHN, M .
ARCHIVES OF GENERAL PSYCHIATRY, 1961, 4 (06) :561-&