Abstract
Attention-deficit/hyperactivity disorder (ADHD) in college students is not well researched nor well understood, but is likely to present special challenges to academic performance. Individuals with ADHD symptoms have sometimes been found to show deficits in executive functioning, including response inhibition, categorization and set-shifting abilities. However, the relationship between these abilities and ADHD symptoms in college students remains unclear. In the present study, the response inhibition, categorization and set-shifting abilities of college students with low (n = 15), moderate (n = 15), and high (n = 16) self-reported ADHD symptoms were compared. No overall group differences were found. It thus appears that in these important executive functions, college students with high self-reported levels of ADHD symptoms are not more impaired, as compared to those with fewer symptoms. Possibly, the group comparisons obscured a subset of students whose cognitive inhibition, categorization and set-shifting abilities are affected. Other limitations, including the use of self-report and the relatively low sample size, are discussed.
Highlights
It should be noted that only three of the participants reported having been diagnosed with Attention-deficit/hyperactivity disorder (ADHD); they were all in the high-symptom group
A number of studies have shown that adults who are diagnosed with ADHD performed more poorly than the comparison groups in response inhibition, categorization, and set-shifting tasks
The fact remains that some college students perceive serious difficulties related to ADHD symptoms
Summary
Undergraduate students from multiple psychology classes at a state college in the northeastern United States were screened using the World Health Organization Adult ADHD Self-Report Scale (ASRS; Kessler et al, 2005), and individuals who reported high levels of ADHD symptoms (12 and above) were invited (through e-mail) to participate in return for research or class participation credit. This was done to ensure that the sample would include a number of individuals with high levels of ADHD symptoms. All participants were treated in accordance with APA ethical standards and guidelines
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