Abstract
Attention-Deficit Hyperactive Disorder (ADHD) is a widely spread phenomenon affecting learning abilities and performance. The aim of the research is to test the mechanism linking ADHD with statistics test performance. We found a significant indirect path linking the ADHD diagnosis and the final grade. ADHD was linked to lower self-efficacy, leading to a more negative attitude towards statistics and lower grades. While treating ADHD is beyond the ability of a course lecturer, its adverse consequences such as impaired performance, can be addressed in the classroom setting. Lecturers should be encouraged to take steps towards increasing the self-efficacy and positive perception of statistics of their students. This may help improve the performance of students with ADHD without having to directly treat the disorder.
Published Version
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