Relación entre el puntaje de ingreso a la universidad y el autorreporte de Trastorno por déficit de atención e hiperactividad (TDAH) en la infancia de los postulantes a la Facultad de Educación, el Arte y la Comunicación de la Universidad Nacional de Loja

The Attention Deficit Hyperactivity Disorder (ADHD) has been related with a negative effect on children’s academic performance. Nevertheless, its repercussions on adult students, who nowadays face college, are not well-known. The main objective of the present study is to analyze the relationship between the background of those students who suffered from ADHD in their childhood and their later college admission scores. Then, compare the results with students who have not been diagnosed with this condition. The modified Wender-Utah Rating Scale (WURS 25) was applied to 169 students; from that evaluation two groups were made, a group of 22 students who exceeded the cut-off point (46 points) and a control group consisting of students below that point. In the correlational analysis, based on normality tests, minimal changes were found between an admission score and a self-reported history of ADHD. On the other hand, differences were noticeable in the score averages regarding to gender, with female students scoring above the mean and median (Mean: 829.56; Median: 837.75) compared to participants of the same gender with a negative self-report (Mean: 806.54; Median: 814.75), with a significant dispersion in the standard deviation (SD) of the cases (SD:68.29) compared to the control groups (SD:59.17). In the case of male students, those participants with a positive self-report had admission scores below the mean and median (Mean: 799.58; Median: 795) in relation to those with a negative self-report of ADHD (Mean: 846.41; Median: 860.50) with a SD further from the mean (SD: 67.2) in relation to the control group (SD: 45.84). It is concluded that there is a slight positive relationship between a history of ADHD in childhood and college admission scores, yet the apparent differences that both genders showed regarding their scores should be considered for future research. Keywords: academic performance; ADHD history, significant relationship.

• 1. Verfasser: Cedeño Ortiz, Alan Elías (author)
• Format: masterThesis
• Sprache: spa
• Veröffentlicht: 2024
• Schlagworte: RENDIMIENTO ACADÉMICO; ANTECEDENTE TDAH; RELACIÓN SIGNIFICATIVA
• Online Zugang: https://dspace.unl.edu.ec/jspui/handle/123456789/28959