ADHD and college students: exploratory and confirmatory factor structures with student and parent data

Area of Science:

• Psychology
• Psychometrics

Background:

• Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder impacting college students.
• Accurate assessment of ADHD symptoms in college students is crucial for effective intervention and support.
• The College ADHD Response Evaluation (CARE) utilizes both student and parent reports.

Purpose of the Study:

• To investigate the underlying factor structure of the Student Report Inventory (SRI) and Parent Report Inventory (PRI) of the CARE.
• To determine the reliability and validity of the identified factor structures across different demographic groups.

Main Methods:

• Exploratory Factor Analyses (EFAs) and Confirmatory Factor Analyses (CFAs) were employed.
• A large, stratified sample of 1,080 college students and their parents participated.
• Analyses were conducted separately for student self-reports and parent reports.

Main Results:

• Student reports (SRI) consistently yielded a 3-factor structure: Inattention, Hyperactivity, and Impulsivity.
• Parent reports (PRI) consistently yielded a reliable 2-factor structure.
• Factor structures were replicated across genders, supporting the reliability of both SRI and PRI dimensions.

Conclusions:

• The factor structure of ADHD symptom reporting differs between college students and their parents.
• The 3-factor model for student self-reports and the 2-factor model for parent reports offer reliable dimensions for assessing ADHD in college students.
• Understanding this divergence is important for comprehensive ADHD assessment and intervention planning in higher education settings.