Academic self-efficacy and study engagement in university students with and without attention deficit hyperactivity disorder.
College students with ADHD feel less able and less engaged — simple structure and self-management coaching can fix that.
01Research in Context
What this study did
Andreassen et al. (2026) asked college students to fill out two quick surveys. One measured academic self-efficacy — how sure they felt about passing tests and finishing work. The other measured study engagement — how much they cared and tried in class.
The sample included students with ADHD and students without it. The team then compared the two groups to see who felt less confident and less engaged.
What they found
Students with ADHD scored much lower on both surveys. They doubted their ability to handle college work and said they put in less effort.
The gap was large enough to flag a risk: lower belief plus lower effort often leads to drop-out.
How this fits with other research
The finding lines up with Whalen et al. (1979). That old study showed hyperactive boys acted out less when classrooms were quiet and self-paced. Both papers say the same thing: give the right structure and ADHD students behave more like peers.
Ingham et al. (1992) gave kids tools like self-checklists and anger logs. Their small case studies showed students could manage themselves when taught how. Marita’s results shout that college kids still need those same tools — only now the tools should target procrastination and faculty contact.
YAller et al. (2023) tested a four-part non-drug package for ADHD. It helped family life and self-concept but did not move core symptom scores. Marita’s survey focus on self-concept echoes that outcome: feelings change faster than symptoms.
Why it matters
If you coach college students, don’t assume low grades mean low skill. Check self-efficacy first. Add quick wins like daily planners, short check-ins with professors, and peer mentors. These low-cost supports can close the confidence gap Marita found and keep ADHD students engaged until graduation.
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02At a glance
03Original abstract
OBJECTIVES: To (1) compare academic self-efficacy and study engagement between students with and without attention deficit hyperactivity disorder (ADHD), (2) examine procrastination, self-esteem, and interpersonal relationships with peers and faculty as possible associated factors, and (3) explore whether these associations differ between students with and without ADHD. METHOD: Students in higher education with ADHD (n = 99; Mage = 22.29, 79.8 % female) and without ADHD (n = 182, Mage = 21.57, 83.5 % female) completed scales. Data were analyzed with linear regression. RESULTS: Students with ADHD reported lower academic self-efficacy (d = -.45, p < .001) and study engagement (d = -.42, p = .003), more procrastination (d = 1.32, p < .001), lower self-esteem (d = -.36, p = .007), and poorer relationships with peers (d = -.65, p < .001) and faculty (d = -.49, p < .001) than students without ADHD. Across groups, higher academic self-efficacy was associated with less procrastination (β = -.24, p < .001), higher self-esteem (β =.32, p < .001), and better relationships with faculty (β =.37, p < .001). Self-efficacy and self-esteem were more strongly associated in students with ADHD. Higher study engagement was associated with less procrastination and better relationships with peers and faculty. Females without ADHD reported higher study engagement than males, whereas no gender differences were found among students with ADHD. CONCLUSIONS: Students with ADHD experience lower academic self-efficacy and study engagement than their peers. Addressing procrastination and fostering social and academic integration may improve these outcomes.
Research in developmental disabilities, 2026 · doi:10.1016/j.ridd.2026.105209