{"id":{"repo_id":"calgary","oai_identifier":"oai:ucalgary.scholaris.ca:1880/122247"},"canonical_url":"https://search.dev.ndltd.org/etd/calgary/oai:ucalgary.scholaris.ca:1880/122247","repository":{"repo_id":"calgary","name":"University of Calgary","base_url":"https://ucalgary.scholaris.ca/server/oai/request"},"display":{"title":"Executive Functioning, Stress, and Interpersonal Support in Adults with ADHD","abstract":"Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that affects both children and adults. ADHD symptoms are primarily caused by executive functioning (EF) deficits according to the executive functioning theory of ADHD. Additionally, adults with ADHD are more likely to experience life stress, which is associated with greater challenges with EF. Previous research suggests that interpersonal supports may buffer the negative affects of stress on the executive functioning of adolescents with ADHD symptoms, while the current study extends the investigation to adults with ADHD. A sample of 66 adults with a formal diagnosis of ADHD were recruited for the study. Participants completed the Barkley Deficits in Executive Functioning Scale Short Form (Barkley, 2011), the Holmes and Rahe Stress Scale (Holmes and Rahe, 1967), and the Interpersonal Support Evaluation List (Cohen & Hoberman, 1983). The research questions investigated baseline experiences of EF, stress, and interpersonal support in adults with ADHD, and how EF, stress, and interpersonal support are related based on the stress-buffering hypothesis. Results showed that the majority of adults with ADHD reported experiencing significant EF deficits, at least borderline high experiences of life stress, and moderate levels of interpersonal support. However, no relationship among the variables of interest were noted, and the stress-buffering effect of interpersonal support was not observed. Sample related factors such as education level and gender are discussed as potential explanations for the findings of the study. Additionally, the study discusses potential implications of the findings for adults with ADHD and future research directions.","abstract_html":"Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that affects both children and adults. ADHD symptoms are primarily caused by executive functioning (EF) deficits according to the executive functioning theory of ADHD. Additionally, adults with ADHD are more likely to experience life stress, which is associated with greater challenges with EF. Previous research suggests that interpersonal supports may buffer the negative affects of stress on the executive functioning of adolescents with ADHD symptoms, while the current study extends the investigation to adults with ADHD. A sample of 66 adults with a formal diagnosis of ADHD were recruited for the study. Participants completed the Barkley Deficits in Executive Functioning Scale Short Form (Barkley, 2011), the Holmes and Rahe Stress Scale (Holmes and Rahe, 1967), and the Interpersonal Support Evaluation List (Cohen & Hoberman, 1983). The research questions investigated baseline experiences of EF, stress, and interpersonal support in adults with ADHD, and how EF, stress, and interpersonal support are related based on the stress-buffering hypothesis. Results showed that the majority of adults with ADHD reported experiencing significant EF deficits, at least borderline high experiences of life stress, and moderate levels of interpersonal support. However, no relationship among the variables of interest were noted, and the stress-buffering effect of interpersonal support was not observed. Sample related factors such as education level and gender are discussed as potential explanations for the findings of the study. Additionally, the study discusses potential implications of the findings for adults with ADHD and future research directions.","abstract_has_math":false,"creators":["Cho, Daniel"],"institution":"Werklund School of Education","degree_name":"Master of Science (MSc)","degree_level":null,"degree_discipline":"Education Graduate Program – Educational Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Climie, Emma"],"committee_chairs":[],"committee_members":["Schroeder, Meadow","Ellard, John"],"year":2025,"date_issued":"2025-07-07","date_published":"2025-07-07","updated_at":"2026-07-24T01:30:27Z","subjects":["ADHD","executive functioning","stress","interpersonal support","adults"],"languages":["en"],"rights":["Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://dx.doi.org/10.11575/PRISM/49839"],"render_values":[{"text":"https://dx.doi.org/10.11575/PRISM/49839","href":"https://dx.doi.org/10.11575/PRISM/49839","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/1880/122247","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Climie, Emma"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Schroeder, Meadow","Ellard, John"]},{"key":"dc:creator","label":"Author","values":["Cho, Daniel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-11"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-15T19:18:36Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-15T19:18:36Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-07-07"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Graduate Program – Educational Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MSc)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Calgary"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ADHD","executive functioning","stress","interpersonal support","adults"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://dx.doi.org/10.11575/PRISM/49839"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/1880/122247"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that affects both children and adults. ADHD symptoms are primarily caused by executive functioning (EF) deficits according to the executive functioning theory of ADHD. Additionally, adults with ADHD are more likely to experience life stress, which is associated with greater challenges with EF. Previous research suggests that interpersonal supports may buffer the negative affects of stress on the executive functioning of adolescents with ADHD symptoms, while the current study extends the investigation to adults with ADHD. A sample of 66 adults with a formal diagnosis of ADHD were recruited for the study. Participants completed the Barkley Deficits in Executive Functioning Scale Short Form (Barkley, 2011), the Holmes and Rahe Stress Scale (Holmes and Rahe, 1967), and the Interpersonal Support Evaluation List (Cohen & Hoberman, 1983). The research questions investigated baseline experiences of EF, stress, and interpersonal support in adults with ADHD, and how EF, stress, and interpersonal support are related based on the stress-buffering hypothesis. Results showed that the majority of adults with ADHD reported experiencing significant EF deficits, at least borderline high experiences of life stress, and moderate levels of interpersonal support. However, no relationship among the variables of interest were noted, and the stress-buffering effect of interpersonal support was not observed. Sample related factors such as education level and gender are discussed as potential explanations for the findings of the study. Additionally, the study discusses potential implications of the findings for adults with ADHD and future research directions."]},{"key":"dc:title","label":"Title","values":["Executive Functioning, Stress, and Interpersonal Support in Adults with ADHD"]}]}],"canonical_facts":{"dc:contributor.advisor":["Climie, Emma"],"dc:contributor.committeemember":["Schroeder, Meadow","Ellard, John"],"dc:creator":["Cho, Daniel"],"dc:date":["2025-11"],"dc:date.accessioned":["2025-07-15T19:18:36Z"],"dc:date.available":["2025-07-15T19:18:36Z"],"dc:date.issued":["2025-07-07"],"dc:description.abstract":["Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that affects both children and adults. ADHD symptoms are primarily caused by executive functioning (EF) deficits according to the executive functioning theory of ADHD. Additionally, adults with ADHD are more likely to experience life stress, which is associated with greater challenges with EF. Previous research suggests that interpersonal supports may buffer the negative affects of stress on the executive functioning of adolescents with ADHD symptoms, while the current study extends the investigation to adults with ADHD. A sample of 66 adults with a formal diagnosis of ADHD were recruited for the study. Participants completed the Barkley Deficits in Executive Functioning Scale Short Form (Barkley, 2011), the Holmes and Rahe Stress Scale (Holmes and Rahe, 1967), and the Interpersonal Support Evaluation List (Cohen & Hoberman, 1983). The research questions investigated baseline experiences of EF, stress, and interpersonal support in adults with ADHD, and how EF, stress, and interpersonal support are related based on the stress-buffering hypothesis. Results showed that the majority of adults with ADHD reported experiencing significant EF deficits, at least borderline high experiences of life stress, and moderate levels of interpersonal support. However, no relationship among the variables of interest were noted, and the stress-buffering effect of interpersonal support was not observed. Sample related factors such as education level and gender are discussed as potential explanations for the findings of the study. Additionally, the study discusses potential implications of the findings for adults with ADHD and future research directions."],"dc:identifier.doi":["https://dx.doi.org/10.11575/PRISM/49839"],"dc:identifier.uri":["https://hdl.handle.net/1880/122247"],"dc:language.iso":["en"],"dc:rights":["Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."],"dc:subject":["ADHD","executive functioning","stress","interpersonal support","adults"],"dc:title":["Executive Functioning, Stress, and Interpersonal Support in Adults with ADHD"],"dc:type":["master thesis"],"thesis:degree_discipline":["Education Graduate Program – Educational Psychology"],"thesis:degree_name":["Master of Science (MSc)"],"thesis:institution_name":["University of Calgary"]},"updated_at":"2026-07-24T01:30:27Z"}