Objective: The present study assessed the relationship between self-reported ADHD symptomatology in college students and various factors that are associated with persistence in college.
Method: A total of 321 students completed questionnaires examining ADHD symptoms, academic and social adjustment to college, career decision-making self-efficacy, study skills, and GPA.
Results: Analyses indicated that higher levels of ADHD symptoms were significantly related to lower levels of career decision-making self-efficacy, academic adjustment, study skills, and GPA. Regression analyses revealed that only the inattentive cluster of symptoms was a significant predictor of career decision-making self-efficacy, study skills, and academic adjustment.
Conclusion: These results suggest that the inattentive symptoms of ADHD may have a particularly negative effect on success in college.