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Social Information Processing in College Students with and without Attention-Deficit/Hyperactivity Disorder

Costello-Harris, Vanessa A
http://orcid.org/0000-0003-2483-9815
http://rave.ohiolink.edu/etdc/view?acc_num=miami1460898797

Abstract Details

2016, Doctor of Philosophy, Miami University, Psychology.
The number of college students with disabilities has been increasing, thus resulting in a need to better understand this population. One disability that has become more prominent in the college population and has resulted in a growing area of research, includes college students with attention-deficit/hyperactivity disorder (ADHD). The present study contributes to this growing area of research by recruiting students with a history of a clinical diagnosis of ADHD. In the current study, college students with (n = 35) and without (n = 32) ADHD were recruited to assess differences and similarities of their social information processing (SIP) according to the six-step Crick and Dodge model (1996). Each student watched eight videos of ambiguous social interactions that could be interpreted as exhibiting a form of hostile, benign, or instrumental aggression. Due to the relationship between aggression and hostile interpretation (e.g., hostile attribution bias), participants also completed assessments to measure four areas of aggressive behaviors, thoughts, and feelings (e.g., verbal, physical, anger, and hostility). Research examining children with ADHD have found consistent deficits across the different areas of executive functioning (e.g., behavioral regulation and metacognition), and these deficits can negatively impact how children process social information. The present study aimed to examine whether college students with ADHD also exhibit deficits in executive functioning compared to college students without ADHD. A self-report assessment of executive functioning was used and assessed two broad areas including behavioral regulation and metacognition. While the majority of research examining ADHD in college students has focused on areas such as academic achievement and adjustment, less research has focused on their social relationships. Many of the ADHD symptoms that impact students’ academic achievement can also impact their social relationships. Therefore, additional information was collected to assess whom students identified as their main source of support and whether they received high versus low quality of support. Findings did not support significant differences in SIP between college students with and without ADHD. While differences were observed in levels of aggression and executive functioning, these differences did not impact the overall SIP model. Groups also reported similar sources of support and quality of support. While greater research is needed to assess potential causes of the mixed results observed in the current study, the present study contributes to our growing knowledge regarding students with ADHD.
Yvette Harris (Advisor)
80 p.
Psychology
ADHD; social information processing; college students; disability center

Recommended Citations

Citations

  • Costello-Harris, V. A. (2016). Social Information Processing in College Students with and without Attention-Deficit/Hyperactivity Disorder [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460898797

    APA Style (7th edition)

  • Costello-Harris, Vanessa. Social Information Processing in College Students with and without Attention-Deficit/Hyperactivity Disorder. 2016. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1460898797.

    MLA Style (8th edition)

  • Costello-Harris, Vanessa. "Social Information Processing in College Students with and without Attention-Deficit/Hyperactivity Disorder." Doctoral dissertation, Miami University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460898797

    Chicago Manual of Style (17th edition)

miami1460898797
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This open access ETD is published by Miami University and OhioLINK.