Relationships between ADHD and dyslexia screening scores and academic performance in undergraduate psychology students: Implications for teaching, learning and assessment

Hdl Handle:
http://hdl.handle.net/10149/93675
Title:
Relationships between ADHD and dyslexia screening scores and academic performance in undergraduate psychology students: Implications for teaching, learning and assessment
Authors:
Pope, D. (Debbie); Whiteley, H. (Helen); Smith, C. (Chris); Lever, R. (Rachel); Wakelin, D. (Delia); Dudiak, H. (Helen); Dewart, H. (Hazel)
Affiliation:
University of Teesside
Citation:
Pope, D. et al. (2007) 'Relationships between ADHD and dyslexia screening scores and academic performance in undergraduate psychology students: Implications for teaching, learning and assessment', Psychology Learning and Teaching, 6 (2), pp.114-120.
Publisher:
The Higher Education Academy Psychology Network
Journal:
Psychology Learning and Teaching
Issue Date:
Aug-2007
URI:
http://hdl.handle.net/10149/93675
Abstract:
The impact of dyslexia and ADHD characteristics on study in higher education has been relatively neglected. This study investigates the prevalence of self-reported dyslexia and ADHD characteristics in 1182 undergraduate psychology students at four universities. Findings suggest that there is a high incidence of undiagnosed students in the 'at risk' categories for both dyslexia and ADHD. Whilst no relationship was found between acheivement data and dyslexia scores, there were strong negative associations between ADHD subscale scores (inattention, hyperactivity or impulsivity and overall ADHD) and academic grades, indicating that those who score higher on ADHD rating scales are performing more poorly in academic tests than their lower scoring peers. Assessment results indicate that specific modes of assessment (multiple choice questions) may pose partcular problems for high inattentive or ADHD scorers. The study suggests a need to focus on the identification and provision of support for students with problems related to ADHD characteristics, and indicates that many students, other than those who 'declare' a learning difficulty, would benefit from further support.
Type:
Article
Language:
en
Keywords:
ADHD; Attention Deficit Hyperactivity Disorder; dyslexia; academic; acheivement; performance; undergraduate; students; psychology; teaching; learning; assessment
Rights:
No publisher policy information on http://www.sherpa.ac.uk/romeo/ [Accessed 04/02/2010]
Citation Count:
0 [Web of Science and Scopus, 04/03/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorPope, D. (Debbie)en
dc.contributor.authorWhiteley, H. (Helen)en
dc.contributor.authorSmith, C. (Chris)en
dc.contributor.authorLever, R. (Rachel)en
dc.contributor.authorWakelin, D. (Delia)en
dc.contributor.authorDudiak, H. (Helen)en
dc.contributor.authorDewart, H. (Hazel)en
dc.date.accessioned2010-03-04T14:00:18Z-
dc.date.available2010-03-04T14:00:18Z-
dc.date.issued2007-08-
dc.identifier.citationPsychology Learning and Teaching; 6 (2): 114-120en
dc.identifier.urihttp://hdl.handle.net/10149/93675-
dc.description.abstractThe impact of dyslexia and ADHD characteristics on study in higher education has been relatively neglected. This study investigates the prevalence of self-reported dyslexia and ADHD characteristics in 1182 undergraduate psychology students at four universities. Findings suggest that there is a high incidence of undiagnosed students in the 'at risk' categories for both dyslexia and ADHD. Whilst no relationship was found between acheivement data and dyslexia scores, there were strong negative associations between ADHD subscale scores (inattention, hyperactivity or impulsivity and overall ADHD) and academic grades, indicating that those who score higher on ADHD rating scales are performing more poorly in academic tests than their lower scoring peers. Assessment results indicate that specific modes of assessment (multiple choice questions) may pose partcular problems for high inattentive or ADHD scorers. The study suggests a need to focus on the identification and provision of support for students with problems related to ADHD characteristics, and indicates that many students, other than those who 'declare' a learning difficulty, would benefit from further support.en
dc.language.isoenen
dc.publisherThe Higher Education Academy Psychology Networken
dc.rightsNo publisher policy information on http://www.sherpa.ac.uk/romeo/ [Accessed 04/02/2010]en
dc.subjectADHDen
dc.subjectAttention Deficit Hyperactivity Disorderen
dc.subjectdyslexiaen
dc.subjectacademicen
dc.subjectacheivementen
dc.subjectperformanceen
dc.subjectundergraduateen
dc.subjectstudentsen
dc.subjectpsychologyen
dc.subjectteachingen
dc.subjectlearningen
dc.subjectassessmenten
dc.titleRelationships between ADHD and dyslexia screening scores and academic performance in undergraduate psychology students: Implications for teaching, learning and assessmenten
dc.typeArticleen
dc.contributor.departmentUniversity of Teessideen
dc.identifier.journalPsychology Learning and Teachingen
ref.citationcount0 [Web of Science and Scopus, 04/03/2010]en
or.citation.harvardPope, D. et al. (2007) 'Relationships between ADHD and dyslexia screening scores and academic performance in undergraduate psychology students: Implications for teaching, learning and assessment', Psychology Learning and Teaching, 6 (2), pp.114-120.-
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