• Find People
  • Campus Map
  • PiratePort
  • A-Z
    • About
    • Submit
    • Browse
    • Login
    View Item 
    •   ScholarShip Home
    • Dissertations and Theses
    • Dissertations
    • View Item
    •   ScholarShip Home
    • Dissertations and Theses
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of The ScholarShipCommunities & CollectionsDateAuthorsTitlesSubjectsTypeDate SubmittedThis CollectionDateAuthorsTitlesSubjectsTypeDate Submitted

    My Account

    Login

    Statistics

    View Google Analytics Statistics

    The Impact of Comorbid Anxiety on College Student Response to an ADHD Coaching Treatment

    Thumbnail
    View/ Open
    KININGER-DOCTORALDISSERTATION-2019.pdf (1.367Mb)

    Show full item record
    Author
    Kininger, Rachel
    Abstract
    Attention-deficit/hyperactivity disorder (ADHD) creates profound impairments. Even when K-12 school-based interventions are successful and students with ADHD matriculate to college, there is a high likelihood of college dropout, failing grades, substance use, dangerous driving, and risky sexual behavior. Unfortunately, there are few proven mental health treatments for college students with ADHD, and little is known about what works for whom. The present study examined the acceptability and efficacy of ADHD coaching for college students and examined the moderating impact of anxiety on psychoeducational outcomes. Fifty-nine students were randomly assigned to ADHD coaching (n = 30) or a control condition (n = 29). Consistent with previous research, students were significantly more satisfied with ADHD coaching and rated the intervention as significantly more acceptable than students in the control condition. The main effect of ADHD coaching was inconclusive, but a small positive effect on grade point average (GPA) was noted. Results from simple moderation analyses were similarly inconclusive, but trends tentatively suggest that high levels of anxiety may be a risk factor for self-reported psychoeducational outcomes but also may confer treatment benefit for academic outcomes. Recruiting large samples of college students representing a wide range of trait anxiety appears necessary to examine the impact of comorbid anxiety on psychoeducational outcomes.
    URI
    http://hdl.handle.net/10342/7427
    Subject
    coaching
    Date
    2019-07-09
    Citation:
    APA:
    Kininger, Rachel. (July 2019). The Impact of Comorbid Anxiety on College Student Response to an ADHD Coaching Treatment (Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/7427.)

    Display/Hide MLA, Chicago and APA citation formats.

    MLA:
    Kininger, Rachel. The Impact of Comorbid Anxiety on College Student Response to an ADHD Coaching Treatment. Doctoral Dissertation. East Carolina University, July 2019. The Scholarship. http://hdl.handle.net/10342/7427. September 29, 2023.
    Chicago:
    Kininger, Rachel, “The Impact of Comorbid Anxiety on College Student Response to an ADHD Coaching Treatment” (Doctoral Dissertation., East Carolina University, July 2019).
    AMA:
    Kininger, Rachel. The Impact of Comorbid Anxiety on College Student Response to an ADHD Coaching Treatment [Doctoral Dissertation]. Greenville, NC: East Carolina University; July 2019.
    Collections
    • Dissertations
    • Psychology
    Publisher
    East Carolina University

    xmlui.ArtifactBrowser.ItemViewer.elsevier_entitlement

    East Carolina University has created ScholarShip, a digital archive for the scholarly output of the ECU community.

    • About
    • Contact Us
    • Send Feedback