Faculty Collaboration Database

Longitudinal Evaluation of the Cognitive-Behavioral Model of ADHD in a Sample of College Students With ADHD. J Atten Disord 2018 Feb;22(4):323-333

Date

12/08/2015

Pubmed ID

26637840

DOI

10.1177/1087054715616184

Scopus ID

2-s2.0-85040673241 (requires institutional sign-in at Scopus site)   15 Citations

Abstract

OBJECTIVE: The primary aim of this study was to evaluate longitudinal pathways to impairment as outlined in the cognitive-behavioral model of ADHD in a sample of 59 college students diagnosed with ADHD.

METHOD: Serial mediation models were used to test whether underachievement, defined as prior year GPA, would longitudinally predict self-reported impairment at the end of the next school year, through negative self-concept and associated changes in symptoms of anxiety and depression, while controlling for baseline impairment and changes in ADHD symptoms.

RESULTS: Findings supported the cognitive-behavioral model of ADHD. The association between prior year GPA and overall impairment at the end of the year was fully mediated through self-concept and symptoms of depression.

CONCLUSION: These results help explain why impairment often persists even when ADHD symptoms remit and suggests that internalizing symptoms may be an important target for intervention in college students with ADHD.

Author List

Eddy LD, Dvorsky MR, Molitor SJ, Bourchtein E, Smith Z, Oddo LE, Eadeh HM, Langberg JM

Author

Stephen Molitor PhD Assistant Professor in the Pediatrics department at Medical College of Wisconsin

MESH terms used to index this publication - Major topics in bold

Adolescent
Adult
Anxiety
Attention Deficit Disorder with Hyperactivity
Cognition
Depression
Female
Humans
Male
Models, Psychological
Psychiatric Status Rating Scales
Self Concept
Self Report
Students
Underachievement
Young Adult