Academic self-efficacy and study engagement in university students with and without attention deficit hyperactivity disorder

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: = 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.