ABSTRACT
PROTECTIVE FACTORS FOR EMERGING ADULTS WITH SUBCLINICAL ADHD
by
OLIVIA A. McGARRAGLE
May 2013
Advisor: Dr. Stephen Hillman
Major: Educational Psychology
Degree: Doctor of Philosophy
This study investigated the understudied and significant problem of subclinical ADHD in emerging adult college students. Limited literature had estimated a significant prevalence of 10-15% in this age group (Bussing et al., 2010). Studies have established that although individuals with subclinical ADHD do not meet full DSM-IV criteria for ADHD, they experience significant academic impairment nonetheless (Kats-Gold, Besser & Priel, 2007). ADHD experts have demonstrated that subclinical ADHD individuals need to be identified in order to provide the appropriate academic accommodation (Bussing et al., 2010; Du Paul et al., 2009; Norwalk, Norvilitis & MacLean, 2009). This study used the online survey service survey monkey and a large sample of college students to learn about the relationship between subclinical ADHD and academic performance. Potential protective factors: interpersonal skills, history of a mentor, and study skills were investigated as moderators of this relationship. 200 college students participated in this study; 100 qualified as having subclinical ADHD, the other 100 were nonclinical. Students completed self report questionnaires online measuring ADHD symptoms, interpersonal skills, presence of a mentor, demographic information, and their cumulative and course grade point averages (GPA). Subclinical ADHD students were found to have lower achievement. A negative relationship between level of subclinical ADHD symptoms and GPA was demonstrated. Subclinical ADHD students were shown to possess study skills deficits: certain sub skills in particular. Importantly, subclinical ADHD was shown to significantly predict GPA. Study skills, self-efficacy for learning in particular predicted GPA accounting for 11% variance. Finally, this study built a relational model between subclinical ADHD and GPA in emerging adults by demonstrating that study skills moderated this relationship, and therefore, served as a protective factor for at-risk subclinical ADHD college students.
","abstract_html":"<p>ABSTRACT</p> <p>PROTECTIVE FACTORS FOR EMERGING ADULTS WITH SUBCLINICAL ADHD</p> <p>by</p> <p>OLIVIA A. McGARRAGLE</p> <p>May 2013</p> <p>Advisor: Dr. Stephen Hillman</p> <p>Major: Educational Psychology</p> <p>Degree: Doctor of Philosophy</p> <p>This study investigated the understudied and significant problem of subclinical ADHD in emerging adult college students. Limited literature had estimated a significant prevalence of 10-15% in this age group (Bussing et al., 2010). Studies have established that although individuals with subclinical ADHD do not meet full DSM-IV criteria for ADHD, they experience significant academic impairment nonetheless (Kats-Gold, Besser & Priel, 2007). ADHD experts have demonstrated that subclinical ADHD individuals need to be identified in order to provide the appropriate academic accommodation (Bussing et al., 2010; Du Paul et al., 2009; Norwalk, Norvilitis & MacLean, 2009). This study used the online survey service survey monkey and a large sample of college students to learn about the relationship between subclinical ADHD and academic performance. Potential protective factors: interpersonal skills, history of a mentor, and study skills were investigated as moderators of this relationship. 200 college students participated in this study; 100 qualified as having subclinical ADHD, the other 100 were nonclinical. Students completed self report questionnaires online measuring ADHD symptoms, interpersonal skills, presence of a mentor, demographic information, and their cumulative and course grade point averages (GPA). Subclinical ADHD students were found to have lower achievement. A negative relationship between level of subclinical ADHD symptoms and GPA was demonstrated. Subclinical ADHD students were shown to possess study skills deficits: certain sub skills in particular. Importantly, subclinical ADHD was shown to significantly predict GPA. Study skills, self-efficacy for learning in particular predicted GPA accounting for 11% variance. Finally, this study built a relational model between subclinical ADHD and GPA in emerging adults by demonstrating that study skills moderated this relationship, and therefore, served as a protective factor for at-risk subclinical ADHD college students.</p>","abstract_has_math":false,"creators":["Mcgarragle, Olivia Allison"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Stephen Hillman","Alan Hoffman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T05:59:26Z","subjects":["ADHD","college students","moderator","protective factor","relational model","study skills","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/671","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Stephen Hillman","Alan Hoffman"]},{"key":"dc:creator","label":"Author","values":["Mcgarragle, Olivia Allison"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ADHD","college students","moderator","protective factor","relational model","study skills","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/671"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
PROTECTIVE FACTORS FOR EMERGING ADULTS WITH SUBCLINICAL ADHD
by
OLIVIA A. McGARRAGLE
May 2013
Advisor: Dr. Stephen Hillman
Major: Educational Psychology
Degree: Doctor of Philosophy
This study investigated the understudied and significant problem of subclinical ADHD in emerging adult college students. Limited literature had estimated a significant prevalence of 10-15% in this age group (Bussing et al., 2010). Studies have established that although individuals with subclinical ADHD do not meet full DSM-IV criteria for ADHD, they experience significant academic impairment nonetheless (Kats-Gold, Besser & Priel, 2007). ADHD experts have demonstrated that subclinical ADHD individuals need to be identified in order to provide the appropriate academic accommodation (Bussing et al., 2010; Du Paul et al., 2009; Norwalk, Norvilitis & MacLean, 2009). This study used the online survey service survey monkey and a large sample of college students to learn about the relationship between subclinical ADHD and academic performance. Potential protective factors: interpersonal skills, history of a mentor, and study skills were investigated as moderators of this relationship. 200 college students participated in this study; 100 qualified as having subclinical ADHD, the other 100 were nonclinical. Students completed self report questionnaires online measuring ADHD symptoms, interpersonal skills, presence of a mentor, demographic information, and their cumulative and course grade point averages (GPA). Subclinical ADHD students were found to have lower achievement. A negative relationship between level of subclinical ADHD symptoms and GPA was demonstrated. Subclinical ADHD students were shown to possess study skills deficits: certain sub skills in particular. Importantly, subclinical ADHD was shown to significantly predict GPA. Study skills, self-efficacy for learning in particular predicted GPA accounting for 11% variance. Finally, this study built a relational model between subclinical ADHD and GPA in emerging adults by demonstrating that study skills moderated this relationship, and therefore, served as a protective factor for at-risk subclinical ADHD college students.
"]},{"key":"dc:title","label":"Title","values":["Protective Factors For Emerging Adults With Subclinical Adhd"]}]}],"canonical_facts":{"dc:contributor":["Stephen Hillman","Alan Hoffman"],"dc:creator":["Mcgarragle, Olivia Allison"],"dc:date.available":["2013-01-01T08:00:00Z"],"dc:description.abstract":["ABSTRACT
PROTECTIVE FACTORS FOR EMERGING ADULTS WITH SUBCLINICAL ADHD
by
OLIVIA A. McGARRAGLE
May 2013
Advisor: Dr. Stephen Hillman
Major: Educational Psychology
Degree: Doctor of Philosophy
This study investigated the understudied and significant problem of subclinical ADHD in emerging adult college students. Limited literature had estimated a significant prevalence of 10-15% in this age group (Bussing et al., 2010). Studies have established that although individuals with subclinical ADHD do not meet full DSM-IV criteria for ADHD, they experience significant academic impairment nonetheless (Kats-Gold, Besser & Priel, 2007). ADHD experts have demonstrated that subclinical ADHD individuals need to be identified in order to provide the appropriate academic accommodation (Bussing et al., 2010; Du Paul et al., 2009; Norwalk, Norvilitis & MacLean, 2009). This study used the online survey service survey monkey and a large sample of college students to learn about the relationship between subclinical ADHD and academic performance. Potential protective factors: interpersonal skills, history of a mentor, and study skills were investigated as moderators of this relationship. 200 college students participated in this study; 100 qualified as having subclinical ADHD, the other 100 were nonclinical. Students completed self report questionnaires online measuring ADHD symptoms, interpersonal skills, presence of a mentor, demographic information, and their cumulative and course grade point averages (GPA). Subclinical ADHD students were found to have lower achievement. A negative relationship between level of subclinical ADHD symptoms and GPA was demonstrated. Subclinical ADHD students were shown to possess study skills deficits: certain sub skills in particular. Importantly, subclinical ADHD was shown to significantly predict GPA. Study skills, self-efficacy for learning in particular predicted GPA accounting for 11% variance. Finally, this study built a relational model between subclinical ADHD and GPA in emerging adults by demonstrating that study skills moderated this relationship, and therefore, served as a protective factor for at-risk subclinical ADHD college students.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/671"],"dc:subject":["ADHD","college students","moderator","protective factor","relational model","study skills","Psychology"],"dc:title":["Protective Factors For Emerging Adults With Subclinical Adhd"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T05:59:26Z"}