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Characteristics of attention-deficit hyperactivity disorder (ADHD) and executive functioning difficulties have been found to correspond with poorer academic outcomes on the one hand and enhanced divergent thinking on the other hand. The current study was conducted to better understand the relationship between ADHD characteristics, executive functioning difficulties, divergent thinking, and academic outcomes by conceptually replicating and expanding on a previous study. Undergraduate engineering students ( N = 199) at a public university in the northeastern United States completed self-report measures of ADHD characteristics and daily executive functioning, as well as divergent thinking (figural and verbal) and intelligence quotient (IQ) tests. The results of a series of multiple regression models showed that (1) executive functioning difficulties negatively, and non-verbal IQ and figural divergent thinking positively, predicted engineering grade point average (GPA; obtained from the university registrar’s office), (2) GPA and verbal IQ positively predicted figural divergent thinking scores, and (3) verbal IQ positively predicted verbal divergent thinking scores. A series of multiple regression models testing the assertion that controlling for IQ would strengthen the relationship between divergent thinking and ADHD characteristics or executive functioning were not supported but did show associations between select components of characteristics and divergent thinking. Taken together, these results support previous conclusions that students with ADHD characteristics and executive functioning difficulties may struggle academically yet exhibit select enhanced divergent thinking abilities.
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Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering
Abstract BackgroundCreativity is increasingly recognized as an important skill for success in the field of engineering, but most traditional, post‐secondary engineering education programs do not reward creative efforts. Failing to recognize creativity or creative efforts can have particularly negative effects for those students with attention deficit hyperactivity disorder (ADHD), who may exhibit enhanced divergent thinking ability yet struggle in the traditional educational environment. Purpose/HypothesisThis study was conducted to investigate how ADHD characteristics, academic aptitude, and one important component of creativity (divergent thinking) contribute to academic performance in engineering programs and how traditional markers of academic performance and ADHD characteristics predict divergent thinking. Design/MethodUndergraduate engineering students (n= 60) completed measures of ADHD symptoms and divergent thinking. Scholastic Aptitude Test (SAT) scores and grade point average (GPA) were collected from university records, and hypotheses were tested using a series of multivariate regression models. ResultsVerbal SAT scores were the only positive predictor of overall GPA and engineering GPA. ADHD characteristics did not significantly predict overall GPA but negatively predicted engineering GPA. ADHD characteristics were the only positive predictor of divergent thinking ability. ConclusionsADHD characteristics negatively predict academic performance (i.e., GPA) in engineering programs but are more predictive of divergent thinking ability than traditional markers of academic performance.
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- Award ID(s):
- 1441826
- PAR ID:
- 10137787
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Journal of Engineering Education
- Volume:
- 109
- Issue:
- 2
- ISSN:
- 1069-4730
- Format(s):
- Medium: X Size: p. 213-229
- Size(s):
- p. 213-229
- Sponsoring Org:
- National Science Foundation
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