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Self-monitoring is a central construct in understanding individual differences in self-presentation strategies across social contexts. It refers to how individuals observe, regulate, and control their expressive behavior and self-presentation following situational cues. Self-monitoring reflects a person's sensitivity to social appropriateness and willingness to adapt behavior to fit varying interpersonal demands.High vs. Low Self-Monitoring IndividualsIndividuals high in self-monitoring are...
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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.
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Self-discrepancy theory explains how people compare their actual self to their ideal and ought selves and how mismatches between these self-guides can lead to emotional distress. Developed by E. Tory Higgins, the theory distinguishes among three components of self-concept: the actual self, the ideal self, and the ought self. These refer respectively to how individuals perceive themselves, how they aspire to be, and how they believe they are obligated to be. Emotional well-being, self-esteem,...
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Self-Monitoring by College Students With ADHD: The Impact on Academic Performance.

Mindy C Scheithauer1, Mary L Kelley1

  • 11 Louisiana State University, Baton Rouge, LA, USA.

Journal of Attention Disorders
|October 17, 2014
PubMed
Summary

Self-monitoring interventions significantly improved ADHD symptoms and academic performance in college students. This approach offers a promising, empirically supported treatment for academic deficits in this population.

Keywords:
ADHDacademicscollege studentsmedication adherenceself-monitoring

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Area of Science:

  • Psychology
  • Educational Psychology
  • Neurodevelopmental Disorders

Background:

  • College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often face significant academic challenges.
  • There is a need for evidence-based interventions to support the academic success of this population.
  • Self-monitoring has shown promise in improving academic outcomes in younger populations with ADHD.

Purpose of the Study:

  • To evaluate the efficacy of self-monitoring as an intervention for college students diagnosed with ADHD and academic deficits.
  • To compare the academic outcomes of students receiving self-monitoring instruction alongside study skills and goal setting versus those receiving only study skills and goal setting.

Main Methods:

  • A randomized controlled trial was conducted with 53 college students diagnosed with ADHD.
  • Participants were assigned to either a self-monitoring plus group (study skills, goal setting, self-monitoring instruction) or a self-monitoring minus group (study skills, goal setting only).
  • Forty-one participants completed the study, with 22 in the SM+ group and 19 in the SM- group.

Main Results:

  • The self-monitoring plus group showed significant improvements in ADHD symptoms, academic behavior, grade point averages (GPAs), and goal attainment.
  • No significant improvements were observed in the self-monitoring minus group.
  • These findings indicate a specific benefit of incorporating self-monitoring into the intervention.

Conclusions:

  • Self-monitoring, when combined with study skills and goal setting, appears to be an effective intervention for improving academic performance in college students with ADHD.
  • This study provides empirical support for the use of self-monitoring as a treatment strategy for this demographic.
  • Further research may explore the long-term effects and broader applicability of self-monitoring interventions in higher education.