Date of Award

12-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Psychology

Committee Chair

Dr. Stephanie Smith

Committee Chair School

Psychology

Committee Member 2

Dr. Megan Renna

Committee Member 2 School

Psychology

Committee Member 3

Dr. Freddie Pastrana-Rivera

Committee Member 3 School

Psychology

Committee Member 4

Dr. Kevin Antshel

Committee Member 4 School

Psychology

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is estimated to impact 2.8% of adults worldwide, although the core symptoms of ADHD are experienced at varying levels of severity by countless adults without the disorder (Faraone et al., 2021). These symptoms may also lead to significant functional impairment across domains, especially in the academic domain (Faraone et al., 2021; Ginsberg, 2014; Hirsch et al., 2018). Therefore, this study sought to elucidate why some college students with ADHD symptoms appear to flourish while others struggle with the rigors of academia. This study examined the influence of grit (e.g., maintenance of interest and effort toward goals or challenges over time) and emotion regulation on the relation between ADHD symptoms and academic impairment. Data gathered from 1,204 college students (18 - 29 years of age) across eight universities in the U.S. were analyzed. Results revealed that one facet of grit (consistency of interest [CoI]) was a significant moderator of the positive association between ADHD symptoms and academic impairment. Specifically, high levels of CoI appeared to dampen the association between ADHD symptom severity and academic impairment at low to moderate levels of these variables; however, at high levels of these variables, this association strengthened. As such, it may be important to assist students in identifying and aligning career goals/interests with their course materials to help establish and maintain motivation for academics. However, for students with high levels of CoI, ADHD symptoms, and academic impairment, it is recommended that they are taught how and when to end costly pursuits inconsistent with their objectives or overarching goals.

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