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
Journal of Attention Disorders
|August 23, 2007
Summary
Attention problems and hyperactivity significantly predict college academic success. Attention issues alone explained 7% of GPA variance, with hyperactivity adding a further 2% predictive power.
Area of Science:
- Psychology
- Educational Psychology
- Clinical Psychology
Background:
- Attention problems and hyperactivity are common concerns impacting academic performance.
- Understanding their specific contributions to college GPA is crucial for targeted interventions.
Purpose of the Study:
- To investigate the predictive power of attention problems and hyperactivity on college students' Grade Point Average (GPA).
Main Methods:
- Utilized data from 316 university students completing the BASC-2 Self-Report of Personality College Form.
- Employed regression analysis with attention problems and hyperactivity scores as predictors of cumulative GPA.
Main Results:
- Both attention problems and hyperactivity significantly predicted college GPA.
- Attention problem scores accounted for 7% of the variance in GPA.
- Hyperactivity scores added an additional 2% to the explained variance in GPA.
Conclusions:
- Symptoms of inattention and hyperactivity are significant factors in college academic achievement.
- Assessment of these symptoms may aid in identifying students at risk for lower academic performance.
- Findings support the need for tailored support strategies for college students experiencing attention and hyperactivity challenges.
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