The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students
Difficulties with executive function have often been identified in individuals with various neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention-Deficit Hyperactivity Disorder (ADHD), and Developmental Co-ordination Disorder (DCD). Additionally, in childhood and adolescence...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-09-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.958013/full |
| _version_ | 1798025044157267968 |
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| author | Chloe Southon |
| author_facet | Chloe Southon |
| author_sort | Chloe Southon |
| collection | DOAJ |
| description | Difficulties with executive function have often been identified in individuals with various neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention-Deficit Hyperactivity Disorder (ADHD), and Developmental Co-ordination Disorder (DCD). Additionally, in childhood and adolescence, executive functioning is an important predictor of academic achievement. However, less research has explored these relationships in adult students, and those with a high level of neurodevelopmental disorder traits but no clinical diagnosis. Therefore, the current study aimed to assess whether ASD, ADHD, and DCD traits can predict academic achievement in university students, and whether traits of these neurodevelopmental conditions moderate the relationship between executive function and academic achievement. Both neurotypical students and those with a clinical diagnosis of a neurodevelopmental disorder were able to participate, with the majority being neurotypical. Participants completed four self-report questionnaires and provided a measure of academic achievement based on their university assignment results. Traits of ASD, ADHD, and DCD alone did not predict achievement, however, traits of ADHD and DCD significantly moderated the relationship between executive function and academic achievement. ASD traits did not significantly moderate this relationship. Implications and suggestions for future research are also discussed. |
| first_indexed | 2024-04-11T18:12:28Z |
| format | Article |
| id | doaj.art-d8f0531e588c401d9680369b6e71151b |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-11T18:12:28Z |
| publishDate | 2022-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-d8f0531e588c401d9680369b6e71151b2022-12-22T04:10:04ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-09-011310.3389/fpsyg.2022.958013958013The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university studentsChloe SouthonDifficulties with executive function have often been identified in individuals with various neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention-Deficit Hyperactivity Disorder (ADHD), and Developmental Co-ordination Disorder (DCD). Additionally, in childhood and adolescence, executive functioning is an important predictor of academic achievement. However, less research has explored these relationships in adult students, and those with a high level of neurodevelopmental disorder traits but no clinical diagnosis. Therefore, the current study aimed to assess whether ASD, ADHD, and DCD traits can predict academic achievement in university students, and whether traits of these neurodevelopmental conditions moderate the relationship between executive function and academic achievement. Both neurotypical students and those with a clinical diagnosis of a neurodevelopmental disorder were able to participate, with the majority being neurotypical. Participants completed four self-report questionnaires and provided a measure of academic achievement based on their university assignment results. Traits of ASD, ADHD, and DCD alone did not predict achievement, however, traits of ADHD and DCD significantly moderated the relationship between executive function and academic achievement. ASD traits did not significantly moderate this relationship. Implications and suggestions for future research are also discussed.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.958013/fullexecutive functionautism spectrum disorderattention-deficit hyperactivity disorderdevelopmental coordination disorderacademic achievementASD |
| spellingShingle | Chloe Southon The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students Frontiers in Psychology executive function autism spectrum disorder attention-deficit hyperactivity disorder developmental coordination disorder academic achievement ASD |
| title | The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students |
| title_full | The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students |
| title_fullStr | The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students |
| title_full_unstemmed | The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students |
| title_short | The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students |
| title_sort | relationship between executive function neurodevelopmental disorder traits and academic achievement in university students |
| topic | executive function autism spectrum disorder attention-deficit hyperactivity disorder developmental coordination disorder academic achievement ASD |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.958013/full |
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