Psychological and academic functioning in college students with attention deficit hyperactivity disorder
Psychological and academic functioning in college students with attention deficit hyperactivity disorder
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DOI：
10.1080/07448489909595644
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发表时间：
1999-01-01
影响因子：
2.4
通讯作者：
Fulwiler, J
中科院分区：
文献类型：
--
作者：
Heiligenstein, E;Guenther, G;Fulwiler, J
注意缺陷多动障碍（ADHD）越来越被认为是一种有效的成人诊断。然而，大学生中与注意力缺陷多动症相关的损害却很少得到学术界的关注。使用明确定义的诊断标准，对未被诊断为多动症的大学生的心理和学业障碍进行回顾性评估，并与对照组进行比较。患有多动症的学生的平均成绩明显较低，被留校察看的可能性更大，而且报告的学业问题也明显更多。ADHD组的心理损害测量结果与对照组没有显著差异。被诊断为多动症的大学生有一种特殊的学业障碍模式。与其他患有ADHD的儿童和成人相比，这些学生的问题似乎更多地与一种学习障碍有关，而不是与《精神疾病诊断与统计手册》（DSM-IV）中ADHD的概念有关。
Attention deficit hyperactivity disorder (ADHD) has been increasingly recognized as a valid adult diagnosis. Yet the impairments related to ADHD in college students have received little scholarly attention. Psychological and academic impairments in college students not previously diagnosed with ADHD were assessed in a retrospective chart review, using specifically defined diagnostic criteria, and compared with a control group. Students with ADHD had a significantly lower mean grade point average, were mon likely to be on academic probation, and reported significantly more academic problems. Measures of psychological impairment in the ADHD group were not significantly different from those in the control group. College students diagnosed with ADHD had a specific pattern of academic impairment. The problems of these students, compared with other groups of children and adults with ADHD, appeared to be more related to a type of learning disorder than to the conceptualization of ADHD in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV).