Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions.
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| Title: | Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions. |
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| Authors: | Lindstrom, Will (AUTHOR), Nelson, Jason M. (AUTHOR), Foels, Patricia (AUTHOR) |
| Source: | Psychology in the Schools. Jan2020, Vol. 57 Issue 1, p44-61. 18p. 7 Charts. |
| Subjects: | Attention-deficit hyperactivity disorder, Self-perception, Test anxiety, Self-poisoning, Grade point average |
| Abstract: | The current study examined study habits of postsecondary students with attention‐deficit/hyperactivity disorder (ADHD) through the theoretical context of deliberate practice. The responses of participants with and without ADHD were compared on a survey of study time, study quality, and self‐perceptions of study habits, as well as a measure of test anxiety. Groups were equivalent on reports of study time and time spent in other activities, percentage of classes they attend, use of conducive study environments, and planning of studying. Despite similar study behaviors, ADHD participants were more likely to feel unprepared for tests, reported significantly higher test anxiety, and had lower grade point averages. Regardless of ADHD status, the majority of study participants were not implementing deliberate practice behaviors, with the exception of class attendance, and study times fell far below recommended levels. Findings provided evidence that emulating the study behaviors of peers is not sufficient for students with ADHD to experience similar outcomes. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The current study examined study habits of postsecondary students with attention‐deficit/hyperactivity disorder (ADHD) through the theoretical context of deliberate practice. The responses of participants with and without ADHD were compared on a survey of study time, study quality, and self‐perceptions of study habits, as well as a measure of test anxiety. Groups were equivalent on reports of study time and time spent in other activities, percentage of classes they attend, use of conducive study environments, and planning of studying. Despite similar study behaviors, ADHD participants were more likely to feel unprepared for tests, reported significantly higher test anxiety, and had lower grade point averages. Regardless of ADHD status, the majority of study participants were not implementing deliberate practice behaviors, with the exception of class attendance, and study times fell far below recommended levels. Findings provided evidence that emulating the study behaviors of peers is not sufficient for students with ADHD to experience similar outcomes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.22316 |
