Comparing Gender Differences in the Neuropsychological Functioning of College Students with Attention Deficit Hyperactivity Disorder: A Comparative Study

Each year the number of individuals entering post-secondary education with a diagnosis of attention deficit hyperactivity disorder (ADHD) is increasing; however, little empirical data is currently available investigating gender differences in the neuropsychological functioning of these students. Individuals with ADHD transitioning from secondary school to begin their college careers are subjected to an environment that entails a unique combination of stressors and challenges, which adversely disrupts key behaviours that are assoicated with academic success in post-secondary education. As an increasing proportion of students with ADHD are pursuing post-secondary education, this study sought to compare gender differences in the neuropsychological functioning of these students using objective and subjective measures of ADHD symptomatology. Data included in this study was obtained from a sample comprised of 35 college students. A total of 18 students self-reported a diagnosis of ADHD and 17 students self-reported no diagnosis of ADHD. Results from Mann-Whitney U tests revealed that female students with ADHD were significantly more impaired on objective measures of ADHD symptomatology (inattention and impulsivity) compared to male students with ADHD. However, subjective measures of impulsive symptoms revealed that male students with ADHD were more impaired than female students with ADHD. A t-test was performed to compare overall psychological wellbeing scores among students with ADHD and students without ADHD. Results revealed that non-ADHD students reported higher levels of psychological wellbeing compared to students with ADHD, however the result did not reach statisitcal significance. Practical implications, limitations and future directions for researchers, educational policy makers and support services are discussed