University students diagnosed with attention deficit hyperactivity disorder: A hermeneutical phenomenological study of challenges and successes.

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  • Author(s): Johnston, Vickie. Liberty U., US
  • Source:
    Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol 75(2-A)(E), 2014.
  • Publisher:
    US : ProQuest Information & Learning
  • Language:
    English
  • Document Type:
    Dissertation
  • Publication Type:
    Dissertation Abstract
  • Additional Information
    • Other Journal Titles:
      Dissertation Abstracts International
    • ISSN:
      0419-4209 (Print)
    • ISBN:
      978-1-303-51633-7
    • Keywords:
      academic success, university students, phenomenological study, study strategies, hermeneutic phenomenological study, hermeneutical phenomenological study, deficit hyperactivity, conversational interview methods, data collection methods, hands-on learning environment, member checks, time management, learning styles, self-determination factors, university schedule, university resources, hermeneutical phenomenology, academic challenges, organizational strategies, open coding, social struggles, social supports, shared strategies
    • Abstract:
      This hermeneutic phenomenological study inquired about the challenges and successes of eight university students diagnosed with Attention Deficit Hyperactivity Disorder at a university in the southeastern United States. The data collection methods involved documentation, questionnaires, focus groups, and individual interviews. The analysis of data involved open coding and in vivo coding; conversational interview methods through member checks were employed at the end of each interview. Several themes emerged from the data regarding the factors in academic success and challenges, the environments and learning styles most conducive to learning, individual factors that contributed to academic success, and the reading and study strategies that were most beneficial to participants. Participants found social supports, such as family, friends, study groups, or organizations, and university resources to be key factors in their academic success. The university schedule was seen as support, as participants shared their ability to adapt their schedule to their needs. Participants mentioned their social struggles, and struggles with focus and attention and shared strategies for controlling the distractions. Participants preferred a hands-on learning environment; and although they were confident in their reading and study strategies, almost all of the participants expressed their frustration with math. Participants cited time management and organizational strategies, reading and study strategies, as well as their individual self-determination factors that contributed to their academic success. Keywords: Attention Deficit Hyperactivity Disorder, self-determination, university students, postpositivism, resiliency, hermeneutical phenomenology, academic success, academic challenges (PsycINFO Database Record (c) 2016 APA, all rights reserved)
    • Dissertation Details:
      UMI Order Number: AAI3601099
      OpenURL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601099
    • Subject Terms:
    • PsycINFO Classification:
      Health & Mental Health Treatment & Prevention (3300)
    • Population:
      Human
    • Location:
      US
    • Age Group:
      Adulthood (18 yrs & older)
    • Methodology:
      Empirical Study; Interview; Quantitative Study
    • Physical Description:
      Electronic
    • Publication Date:
      20140901
    • Accession Number:
      2014-99150-136
  • Citations
    • ABNT:
      JOHNSTON, V. University students diagnosed with attention deficit hyperactivity disorder: A hermeneutical phenomenological study of challenges and successes. 2014. ProQuest Information & Learning, [s. l.], 2014. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=psyh&AN=2014-99150-136. Acesso em: 4 dez. 2020.
    • AMA:
      Johnston V. University students diagnosed with attention deficit hyperactivity disorder: A hermeneutical phenomenological study of challenges and successes. Dissertation Abstracts International Section A: Humanities and Social Sciences. 2014;75(2-A(E)). Accessed December 4, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=psyh&AN=2014-99150-136
    • APA:
      Johnston, V. (2014). University students diagnosed with attention deficit hyperactivity disorder: A hermeneutical phenomenological study of challenges and successes [ProQuest Information & Learning]. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 75, Issue 2–A(E)).
    • Chicago/Turabian: Author-Date:
      Johnston, Vickie. 2014. “University Students Diagnosed with Attention Deficit Hyperactivity Disorder: A Hermeneutical Phenomenological Study of Challenges and Successes.” Dissertation Abstracts International Section A: Humanities and Social Sciences. ProQuest Information & Learning. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=psyh&AN=2014-99150-136.
    • Harvard:
      Johnston, V. (2014) University students diagnosed with attention deficit hyperactivity disorder: A hermeneutical phenomenological study of challenges and successes, Dissertation Abstracts International Section A: Humanities and Social Sciences. ProQuest Information & Learning. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=psyh&AN=2014-99150-136 (Accessed: 4 December 2020).
    • Harvard: Australian:
      Johnston, V 2014, ‘University students diagnosed with attention deficit hyperactivity disorder: A hermeneutical phenomenological study of challenges and successes’, ProQuest Information & Learning, Dissertation Abstracts International Section A: Humanities and Social Sciences, vol. 75, no. 2–A(E), viewed 4 December 2020, .
    • MLA:
      Johnston, Vickie. “University Students Diagnosed with Attention Deficit Hyperactivity Disorder: A Hermeneutical Phenomenological Study of Challenges and Successes.” Dissertation Abstracts International Section A: Humanities and Social Sciences, vol. 75, no. 2–A(E), ProQuest Information & Learning, 2014. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=psyh&AN=2014-99150-136.
    • Chicago/Turabian: Humanities:
      Johnston, Vickie. “University Students Diagnosed with Attention Deficit Hyperactivity Disorder: A Hermeneutical Phenomenological Study of Challenges and Successes.” Dissertation Abstracts International Section A: Humanities and Social Sciences. ProQuest Information & Learning, 2014. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=psyh&AN=2014-99150-136.
    • Vancouver/ICMJE:
      Johnston V. University students diagnosed with attention deficit hyperactivity disorder: A hermeneutical phenomenological study of challenges and successes [Internet]. Vol. 75, Dissertation Abstracts International Section A: Humanities and Social Sciences. ProQuest Information & Learning; 2014 [cited 2020 Dec 4]. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=psyh&AN=2014-99150-136