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Objective: ADHD is associated with impairment in several important areas of life for college students, including lower grades and lower degree completion rates. Further, college students with ADHD may be involved in higher levels of problematic gaming than their peers, conveying incremental impairment. Therefore, the aim of the current study was to examine whether problematic gaming is associated with impairment in the context of elevated ADHD symptoms in college students, with a focus on possible sex differences. Method: College students (N = 1,489; M.sub.age=19.13, 69.4% female, 86.7% white) from three universities completed an online survey assessing ADHD symptoms, problematic gaming, and functional impairment. Results: There was a significant 3-way interaction among inattention symptoms, problematic gaming, and sex on impairment, such that impairment was greatest among female college students high in inattention (IA) and problematic gaming. There was not a significant 3-way interaction that included hyperactivity/impulsivity (HI) symptoms, but significant 2-way interactions indicated that women who game experience more impairment than men who game, and that when gaming is added to elevated HI, impairment increases significantly. Conclusions: Our data suggest that problematic gaming by college students with elevated ADHD symptoms might lead to additional impairment, especially in women. We discuss clinical implications such as a potential problematic gaming module for college ADHD treatments, and a harm-reduction approach to gaming in this population., Author(s): Elizabeth K. Lefler [sup.1] , Helena F. Alacha [sup.2] , John M. Vasko [sup.3] , Judah W. Serrano [sup.3] , Alison Looby [sup.3] , Kate Flory [sup.4] , Cynthia [...]

In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cypriot college students. In experiment 1, 120 students made local, confidence-ratings for each multiple-choice question in a psychology exam and also estimated their performance at the end of the exam. In experiment 2, to investigate the effect of practice in monitoring accuracy, 69 students made confidence judgments in two consecutive exams. In Experiment 3, to evaluate whether rating one's confidence aids exam performance, 172 students completed the exam either with or without providing confidence judgments. In all three cultures, confidence judgments were accurate indicators of performance, but there were significant cross-cultural differences that probably arose from regional educational practices. Additionally, global judgments were subjected to bias. Whereas American students overestimated their performance, Emiratis underestimated it. Practice alone with confidence judgments did little to improve monitoring accuracy. But there was a significant benefit for students who rated their confidence compared to those that did not. The results are discussed in light of the literature on metacognitive accuracy.

Despite gaining admission to college, many students with attention-deficit/hyperactivity disorder (ADHD) struggle to achieve academic, social, and occupational success. Additionally, college students with ADHD experience higher rates of problem drinking and comorbid psychology (e.g., depression). This paper describes the development of the Students Understanding College Choices: Encouraging and Executing Decisions for Success (SUCCEEDS) program for college students diagnosed with ADHD who are engaging in problem drinking. SUCCEEDS combines ADHD psychoeducation, behavioral activation, and brief motivational intervention treatment elements to help college students with ADHD achieve healthier and more fulfilling lifestyles. SUCCEEDS aims to decrease problem drinking by increasing substance-free, goal-directed behavior allowing for success in college. The iterative treatment development process, two SUCCEEDS illustrative case examples, and reliable change indices are presented. Preliminary results suggest that SUCCEEDS may be effective in reducing problem drinking and functional impairment in areas relevant to college students (e.g., academics). • SUCCEEDS combines ADHD psychoeducation, BA, and MI treatment elements. • SUCCEEDS was developed with UCC and SHC input to enhance dissemination potential. • Two case examples illustrate the implementation of SUCCEEDS. • Case examples decreased total weekly drinks and impairment in various domains. • Preliminary evidence shows SUCCEEDS beneficial for college students with ADHD. [ABSTRACT FROM AUTHOR]

BackgroundObjectivesDesignMethodsResultsConclusionCollege students with ADHD have difficulties with emotion regulation and have poorer academic skills than peers without ADHD; however, less is known regarding the relation between ADHD symptoms, maladaptive cognitive emotion regulation strategies (CERS), and learning effectiveness.We examined whether maladaptive CERS predicted learning effectiveness, and whether this relation was moderated by ADHD symptoms.A cross-sectional online survey.College students (N = 4,183; Mage = 19.24; 70.1% female) at eight universities completed a battery as part of a larger study.College students in our elevated ADHD group used significantly more maladaptive CERS and performed worse in three domains of learning effectiveness (i.e., Academic Self-Efficacy [ASE], Organization and Attention to Study [OAS], Stress and Time Press [STP]) than college students in our non-ADHD group. Further, ADHD symptoms moderated the relation between maladaptive CERS and OAS, such that individuals with the highest levels of ADHD symptoms were less impacted by maladaptive CERS.Increased use of maladaptive CERS is unique to ADHD rather than lack of adaptive CERS. Also, maladaptive CERS and low ADHD symptoms interact to predict poor OAS. Interventions for college students, regardless of ADHD status, should incorporate emotion regulation components to improve learning effectiveness. [ABSTRACT FROM AUTHOR]