Self-Regulated Learning Strategies in College Students with ADHD Tendencies

College students with Attention Deficit Hyperactivity Disorder (ADHD) are often faced with many challenges throughout their academic careers. While research examining the effects of ADHD on college students is on the rise, much is still unknown. It is thought that significant problems exist even in students with ADHD symptoms below the clinical threshold. Therefore, the present study examined the relationship between self-regulated learning (SRL) strategies and college students with ADHD tendencies. In addition, the study examined the relationship between SRL strategies and GPA, ADHD tendencies and GPA, and ADHD tendency subtypes and SRL strategy use. Participants included of 310 college students (73.2% women and 26.8% men) from Eastern Illinois University who completed the current and child form of the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), and the Motivated Strategies for Learning Questionnaire (MSLQ). Results indicated several significant differences in reported use of SRL strategies between students with and without ADHD tendencies. Across the different analyses, students with ADHD tendencies consistently displayed deficits in their use of Self-Efficacy for Learning and Performance, Extrinsic Goal Orientation, Time and Study Environment, and Effort Regulation strategies. The clinical implications, limitations, and suggestions for future research are discussed