Longitudinal Evaluation of the Cognitive-Behavioral Model of ADHD in a Sample of College Students With ADHD.

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  • Additional Information
    • Source:
      Publisher: SAGE Publications Country of Publication: United States NLM ID: 9615686 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1557-1246 (Electronic) Linking ISSN: 10870547 NLM ISO Abbreviation: J Atten Disord Subsets: MEDLINE
    • Publication Information:
      Publication: 2005- : Thousand Oaks : SAGE Publications
      Original Publication: Toronto ; North Tonawanda, NY : Multi-Health Systems Inc., c1996-
    • Subject Terms:
      Underachievement*; Anxiety/*etiology ; Attention Deficit Disorder with Hyperactivity/*psychology ; Cognition/*physiology ; Depression/*etiology ; Students/*psychology; Adolescent ; Adult ; Attention Deficit Disorder with Hyperactivity/diagnosis ; Female ; Humans ; Male ; Models, Psychological ; Psychiatric Status Rating Scales ; Self Concept ; Self Report ; Young Adult
    • Abstract:
      Objective: The primary aim of this study was to evaluate longitudinal pathways to impairment as outlined in the cognitive-behavioral model of ADHD in a sample of 59 college students diagnosed with ADHD.
      Method: Serial mediation models were used to test whether underachievement, defined as prior year GPA, would longitudinally predict self-reported impairment at the end of the next school year, through negative self-concept and associated changes in symptoms of anxiety and depression, while controlling for baseline impairment and changes in ADHD symptoms.
      Results: Findings supported the cognitive-behavioral model of ADHD. The association between prior year GPA and overall impairment at the end of the year was fully mediated through self-concept and symptoms of depression.
      Conclusion: These results help explain why impairment often persists even when ADHD symptoms remit and suggests that internalizing symptoms may be an important target for intervention in college students with ADHD.
    • Contributed Indexing:
      Keywords: ADHD; anxiety; cognitive-behavioral model; college students; depression; self-concept
    • Publication Date:
      Date Created: 20151206 Date Completed: 20190621 Latest Revision: 20191210
    • Publication Date:
      20231215
    • Accession Number:
      10.1177/1087054715616184
    • Accession Number:
      26637840