Abstract

This paper analyzes non-athletes, in-season athletes, and off-season athletes in college with ADHD regarding their academic success, social-wellbeing, and anxiety/stress. Using an anonymous survey, these three factors were evaluated with three different questionnaires. The survey also assessed ADHD status via a symptomology screening assessment and by self-reporting ADHD diagnoses (or lack thereof). The study had three significant findings: in-season athletes with ADHD had the lowest levels of academic success; team sport athletes had higher academic success scores than athletes that play both an individual sport and a team sport; also, those with ADHD had higher academic success scores than those without ADHD. There were no statistically significant results regarding social wellbeing and anxiety/stress levels. In sum, the results suggest that student-athletes with ADHD perform worse academically when they are in-season. Additionally, students with ADHD and/or symptoms of ADHD perform better academically than those without ADHD nor symptoms of ADHD. Lastly, team sport athletes perform better academically than the athletes that play both an individual and team sport. Future research should be done to see how these results compare to student-athletes competing at the Division I level, how student-athletes with ADHD feel about seeking academic accommodations, and how academic performance changes over the years for student-athletes with ADHD.

Advisor

Casey, Michael

Department

Psychology

Disciplines

Clinical Psychology

Keywords

Keywords: ADHD, collegiate student-athletes, anxiety, social-wellness, academic success

Publication Date

2024

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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