The effects of ADHD symptomatology and academic enabling behaviours on undergraduate academic achievement-Reference-Cited by-同舟云学术

The effects of ADHD symptomatology and academic enabling behaviours on undergraduate academic achievement

Published:2021-12-28 Issue:3 Volume:59 Page:574-588
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychology in the Schools

Author:

Dou Angela¹^ORCID,Oram Rylee¹,Rogers Maria²,DuPaul George³

Affiliation:

1. School of Psychology University of Ottawa Ottawa Ontario Canada

2. Department of Psychology Carleton University Ottawa Ontario Canada

3. Department of Education and Human Services Lehigh University Bethlehem Pennsylvania USA

Funder

Social Sciences and Humanities Research Council of Canada

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22632

Reference58 articles.

1. College Students With and Without ADHD

2. Diagnostic and Statistical Manual of Mental Disorders

3. Academic performance of first-year university students: the influence of resilience and engagement

4. Against the status quo: Revising the diagnostic criteria for ADHD;Barkley R. A.;Journal of the American Academy of Child & Adolescent Psychiatry,2010

5. Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning

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