Promoting academic success in college students with ADHD and LD: A systematic literature review to identify intervention targets

• Published in: Journal of American college health Vol. 70; no. 8; pp. 2342 - 2355
• Main Authors: Stevens, Anne E., Abu-Ramadan, Tamara M., Hartung, Cynthia M.
• Format: Journal Article
• Language: English
• Published: United States Taylor & Francis 17-11-2022; Taylor & Francis Inc
• Subjects: Academic achievement; academic regulation; academic self-efficacy; ADHD; At Risk Students; Attention Deficit Hyperactivity Disorder; Clinical trials; College students; college success; Emotional regulation; Emotional Response; Grade Point Average; Intervention; Learning; Learning Disabilities; learning disorder; Literature reviews; Predictor Variables; Self Control; Self Efficacy; Self Management; Social integration; Social Life; Student Characteristics; Student Motivation; Students with Disabilities; Study Skills; Symptoms (Individual Disorders); Systematic review; Teachers; Time Management; Undergraduate Students; ADHD; academic self-efficacy; learning disorder; college success; academic regulation
• ISSN: 0744-8481; 1940-3208
• DOI: 10.1080/07448481.2020.1862127

Objective: College students with attention-deficit/hyperactivity disorder (ADHD) and/or a learning disorder (LD) are at higher risk for not attaining a bachelor's degree. The purpose is to identify the predictors of academic success in college for students with ADHD and/or LD using a systematic review of the literature. Method: Academic Search Premier, Education Full Text, Education Source, Education Resources Information Center, Teacher Reference Center, PsycINFO, PsycArticles, and Primary Search and relevant journals were searched using PRISMA guidelines. Studies were screened based on the following inclusion criteria: college students with ADHD and/or LD, student characteristics as predictors, and GPA and/or retention as outcomes. Results: Twenty-one studies were included (20 quantitative studies and 1 randomized control trial). Academic regulation, academic self-efficacy, emotional regulation, ADHD symptoms, and academic and social integration predicted college success. Conclusion: Incorporating these components into interventions with students with ADHD and/or LD may enhance their success in college.