Attention problems and hyperactivity as predictors of college grade point average
Kerry A Schwanz1, Linda J Palm, Sara A Brallier
1Coastal Carolina University, Department of Psychology, Conway, SC 29528-6054, USA. kaschwan@coastal.edu
Objective:
This study examined the relative contributions of measures of attention problems and hyperactivity to the prediction of college grade point average (GPA).
Method:
A sample of 316 students enrolled in introductory psychology and sociology classes at a southeastern university completed the BASC-2 Self-Report of Personality College Form. Scores on the attention problems scale and the hyperactivity scale of the BASC-2 were entered into a regression equation as predictors of cumulative GPA.
Results:
Each of the independent variables made a significant contribution to the prediction of GPA. Attention problem scores alone explained 7% of the variability in GPAs. The addition of hyperactivity scores to the equation produced a 2% increase in explanatory power.
Conclusion:
The implications of these results for assessing symptoms of inattention and hyperactivity in college students are discussed.
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