Coping strategies and academic success among college students diagnosed with attention deficit hyperactivity disorder

Abstract

The relationship between coping resources and academic success in college among 41 students with Attention Deficit Hyperactivity Disorder (ADHD) was investigated. Participants completed the Coping Resources for Stress scale and gave investigators access to their academic records. Intelligence was assessed with the Wonderlic Personnel Test so that intellectual capability could be statistically controlled. Results indicated that, contrary to expectation, students with lower grade point averages reported more coping resources than did students with better grades. Potential explanations for these paradoxical findings and directions for future research are discussed.