Evaluation of Diploma Thesis Writing Process from the Perspective of Univer- sity Students with(out) ADHD

Abstract

Writing a diploma thesis is a significant academic undertaking, demanding planning, focus, and time management for all students: with(out) neurodevelopmental disorders. These challenges can be particularly daunting among students with ADHD because of executive dysfunctions resulting in differences in information processing, learning patterns, emotional responses, and other neurobiological aspects. Therefore, the research question is to find out how students with(out) ADHD evaluate the thesis writing process, which emotions accompany both groups while working on the dissertation, which stage is particularly challenging for them and, finally, the research group with the diagnosis of ADHD was asked to indicate strategies they use to compensate for difficulties arising from the presence of a neurodevelopmental disorder.