An Investigation into the Relationship Among ADHD Symptomatology, Creativity, and Neuropsychological Functioning in Children

Alcohol and other drug use are common in youth, but neurocognitive sequelae are unclear. This study examines the relationship between neuropsychological functioning and protracted substance use in adolescence. One hundred fifteen adolescents, ages 13 to 19 years, were recruited from inpatient substance abuse treatment programs and followed for 4 years. Adolescents were administered a comprehensive battery of neuropsychological tests and evaluated on substance use involvement during treatment, and at 6-month, 1-year, 2-year, and 4-year follow-up time points. Protracted substance abuse over the 4 years of follow-up was associated with significantly poorer subsequent functioning on tests of attention. In addition, alcohol and drug withdrawal accounted for significant variance in visuospatial functioning, above and beyond demographic, educational, and health variables in detoxified late adolescents and young adults. Results suggest that alcohol and drug withdrawal may be a more powerful marker of protracted neuropsychological impairments than other indices of youthful alcohol and drug involvement. (JINS, 1999, 5, 481–493.)

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Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration

Canadian Journal of School Psychology ◽

10.1177/0829573519880063 ◽

2019 ◽

Vol 35 (2) ◽

pp. 139-153

Author(s):

Rylee Oram ◽

Maria Rogers ◽

George DuPaul

Keyword(s):

Undergraduate Students ◽

Academic Motivation ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Academic Difficulties ◽

Psychological Need ◽

Need Frustration ◽

Academic Amotivation ◽

The Relationship ◽

Adhd Symptomatology

Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.

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The ties that bind: The relationship between caregiver burden and the neuropsychological functioning of TBI survivors

Neurorehabilitation ◽

10.3233/nre-2011-0730 ◽

2012 ◽

Vol 30 (1) ◽

pp. 87-95 ◽

Cited By ~ 26

Author(s):

Tara Lehan ◽

Juan Carlos Arango-Lasprilla ◽

Carlos José de los Reyes ◽

María Cristina Quijano

Keyword(s):

Caregiver Burden ◽

Neuropsychological Functioning ◽

The Relationship

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Peer Relationships in Undergraduates With ADHD Symptomatology: Selection and Quality of Friendships

Journal of Attention Disorders ◽

10.1177/1087054714554934 ◽

2014 ◽

Vol 21 (12) ◽

pp. 1020-1029 ◽

Cited By ~ 5

Author(s):

Tara E. McKee

Keyword(s):

Peer Relationships ◽

Emotional Support ◽

Symptom Severity ◽

Longitudinal Research ◽

Transition To College ◽

Adhd Symptoms ◽

Friendship Formation ◽

The Relationship ◽

Adhd Symptomatology

Objective: This study investigated the relationships between ADHD symptomatology and friendship formation, social skills, and the quality of specific friendships in college students. Method: A total of 156 students, 75 of whom had high self-reported ADHD symptomatology, participated. Friends of 68 participants completed measures of friendship quality. Results: Students had more positive first impressions of and reported being friends with others whose ADHD symptom severity matched their own. Participants with high ADHD symptoms reported greater difficulty providing emotional support and managing interpersonal conflict than their low-symptom peers. Greater ADHD symptoms in participants and friends were related to reduced quality of specific relationships, but similarity of severity of symptomatology in the dyad benefited the relationship. Conclusion: These findings have implications for the kind of support offered to students with high ADHD symptomatology when they transition to college. Future longitudinal research examining relationships of varying levels of closeness should be conducted.

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