TY - JOUR
T1 - College during COVID-19
T2 - The pandemic’s effect on college adjustment in first year students with ADHD
AU - Schiros, Ashley
AU - Rother, Yvette
AU - Wilcutt, Erik G.
AU - Flory, Kate H.
AU - Canu, Will H.
AU - Stevens, Anne
AU - Antshel, Kevin M.
N1 - Publisher Copyright:
© 2024 Taylor & Francis Group, LLC.
PY - 2024
Y1 - 2024
N2 - Objective: The current study aims to compare college adjustment and the effects of the COVID-19 pandemic on first-year students with and without ADHD. Participants: Two cohorts (pre-pandemic, during the pandemic) of first-year, undergraduate college students (N = 3,006; Mage=18.32) were recruited from a multisite research consortium across several universities. Methods: First-year participants self-reported on ADHD diagnosis and symptoms, functional impairments, and experiences transitioning to college. Results: First-year college students with and without ADHD reported significantly greater academic, daily living, and overall functional impairments during the pandemic compared to pre-pandemic. Compared to college students without ADHD, college students with ADHD reported greater functional impairment, more difficulty adjusting to the academic demands of college, and were less likely to feel valued at their institution. Conclusions: First-year college students with and without ADHD experienced greater difficulties navigating the transition to college during the pandemic. Psychosocial and academic supports to help students transition to college are needed.
AB - Objective: The current study aims to compare college adjustment and the effects of the COVID-19 pandemic on first-year students with and without ADHD. Participants: Two cohorts (pre-pandemic, during the pandemic) of first-year, undergraduate college students (N = 3,006; Mage=18.32) were recruited from a multisite research consortium across several universities. Methods: First-year participants self-reported on ADHD diagnosis and symptoms, functional impairments, and experiences transitioning to college. Results: First-year college students with and without ADHD reported significantly greater academic, daily living, and overall functional impairments during the pandemic compared to pre-pandemic. Compared to college students without ADHD, college students with ADHD reported greater functional impairment, more difficulty adjusting to the academic demands of college, and were less likely to feel valued at their institution. Conclusions: First-year college students with and without ADHD experienced greater difficulties navigating the transition to college during the pandemic. Psychosocial and academic supports to help students transition to college are needed.
KW - academic
KW - ADHD
KW - college adjustment
KW - COVID-19
KW - functional impairment
UR - http://www.scopus.com/inward/record.url?scp=85192981098&partnerID=8YFLogxK
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U2 - 10.1080/07448481.2024.2338427
DO - 10.1080/07448481.2024.2338427
M3 - Article
AN - SCOPUS:85192981098
SN - 0744-8481
JO - Journal of American College Health
JF - Journal of American College Health
ER -