TY - JOUR
T1 - Impact of Study Skills and Parent Education on First-Year GPA Among College Students With and Without ADHD
T2 - A Moderated Mediation Model
AU - Gormley, Matthew J.
AU - Pinho, Trevor
AU - Pollack, Brittany
AU - Puzino, Kristina
AU - Franklin, Melanie K.
AU - Busch, Chelsea
AU - DuPaul, George J.
AU - Weyandt, Lisa L.
AU - Anastopoulos, Arthur D.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by Grant R01MH094435 from the National Institute of Mental Health awarded to Drs. Anastopoulos, DuPaul, and Weyandt. Data were managed using Research Electronic Data Capture (REDCap), supported by a University of Utah College of Nursing grant (8UL1TR000105).
Publisher Copyright:
© 2015, © The Author(s) 2015.
PY - 2018/2/1
Y1 - 2018/2/1
N2 - Objective: To test if the relationship between ADHD and academic achievement is mediated by service utilization and/or study skills, and if these mediation effects are moderated by parental education level. Method: A bootstrapping method within structural equation modeling was used with data from 355 first year college students meeting strict criteria for ADHD or clearly without ADHD to test the mediation and moderation effects. Results: Study skills, but not service utilization, significantly mediated the relationship between ADHD status and GPA; however, this relationship was not significant among students with at least one parent holding a master’s degree or higher. Conclusion: Among first year college students study skills may be a more salient predictor of educational outcomes relative to ADHD status. Additional research into support services for college students with ADHD is needed, however, results suggest interventions targeting study skills may hold particular promise for these students.
AB - Objective: To test if the relationship between ADHD and academic achievement is mediated by service utilization and/or study skills, and if these mediation effects are moderated by parental education level. Method: A bootstrapping method within structural equation modeling was used with data from 355 first year college students meeting strict criteria for ADHD or clearly without ADHD to test the mediation and moderation effects. Results: Study skills, but not service utilization, significantly mediated the relationship between ADHD status and GPA; however, this relationship was not significant among students with at least one parent holding a master’s degree or higher. Conclusion: Among first year college students study skills may be a more salient predictor of educational outcomes relative to ADHD status. Additional research into support services for college students with ADHD is needed, however, results suggest interventions targeting study skills may hold particular promise for these students.
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U2 - 10.1177/1087054715594422
DO - 10.1177/1087054715594422
M3 - Article
C2 - 26187415
AN - SCOPUS:85040701829
SN - 1087-0547
VL - 22
SP - 334
EP - 348
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
IS - 4
ER -