Predictors and Moderators if Qualify of Life Among College Students with and without ADHD

Although studies have investigated differences in the subjective evaluation of quality of life (QoL) between individuals with ADHD and their peers without ADHD, college students with ADHD are relatively understudied. The current study uses a large, longitudinal sample of college students with and without ADHD to (1) examine the extent to which college students with and without ADHD differ with respect to their subjective evaluations of QoL, (2) the role of medication in QoL of college students with ADHD, (3) the role of comorbidity, drug use, and psychosocial treatment in QoL of college students with and without ADHD, and (4) the total impact of these variables on QoL. Results indicate that ADHD, psychiatric psychopathology, and engaging with psychosocial treatment are predictors of lower QoL. QoL did not differ as a function of whether individuals with ADHD took medication, and the presence or absence of the three potential moderators did not significantly impact the relationship between ADHD and QoL. QoL is best predicted by a model that includes ADHD, psychopathology, and psychosocial treatment

Predictors and Moderators of Quality of Life Among College Students With ADHD

Objective: The current study examines (a) whether ADHD among college students is associated with differences in perceptions of quality of life (QoL); (b) the moderating roles of comorbidity, drug use, psychopharmacological treatment, and psychosocial treatment; and (c) the total impact of these variables on QoL. Method: Participants were college students with and without ADHD (N = 372) in a longitudinal study. Results: College students with ADHD were more likely to assert negative global QoL evaluations relative to non-ADHD peers. The relationship between ADHD and QoL was not altered as a function of medication treatment, comorbid psychopathology, psychosocial treatment, or drug use. Conclusion: College students with ADHD behave similarly to other adults with ADHD in that they make lower subjective global evaluations of their QoL relative to their non-ADHD agemates. Other factors associated with ADHD and QoL do not appear to moderate this relationship

Impact of Study Skills and Parent Education on First-Year GPA Among College Students With and Without ADHD: A Moderated Mediation Model

Objective: To test if the relationship between ADHD and academic achievement is mediated by service utilization and/or study skills, and if these mediation effects are moderated by parental education level. Method: A bootstrapping method within structural equation modeling was used with data from 355 first year college students meeting strict criteria for ADHD or clearly without ADHD to test the mediation and moderation effects. Results: Study skills, but not service utilization, significantly mediated the relationship between ADHD status and GPA; however, this relationship was not significant among students with at least one parent holding a master’s degree or higher. Conclusion: Among first year college students study skills may be a more salient predictor of educational outcomes relative to ADHD status. Additional research into support services for college students with ADHD is needed, however, results suggest interventions targeting study skills may hold particular promise for these students