Study Strategies and Academic Performance in University Students With Attention Deficit and Hyperactivity Disorder

Objective: The objective of this study is to identify the study strategies used by students with ADHD in the teaching courses at the Universidad Central de Chile during their first academic year, based on the application of a questionnaire. Theoretical Framework: The theoretical basis was based on theories of learning, self-regulation and academic performance, as well as symptoms associated with ADHD. Method: A quantitative study was developed based on a pre-experimental pretest design with a single group. The non-probabilistic and intentional sample was composed of 28 university students from the teaching courses at the Universidad Central de Chile, who answered a questionnaire on study strategies and academic performance for undergraduate students. Results and Discussion: The results of the measurement reveal in the "academic effectiveness" dimension that students use study strategies such as reading, underlining and summaries, with the presence of levels of anxiety and distraction. It is concluded that there is a need to strengthen study strategies and early detection in students with suspected ADHD, based on systematic and intentional actions. Research Implications: This research contributes to the knowledge of the use of study strategies, providing useful information to make changes and/or improvements in the teaching-learning methodologies used by higher education teachers. Originality/Value: The research is based on the visibility of attention deficit disorder and the need to know study strategies and implement adjustments in higher education on inclusion issues.