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School Psychology Student Awarded OPR Research Fellowship

Pooja Vekaria, Program in Applied Educational Psychology, Lecture Note Taking in College Students with or without Attention-Deficit/ Hyperactivity Disorder

Throughout my graduate-level training, I have had the opportunity to work with many individuals diagnosed with attention-deficit/hyperactivity disorder (ADHD). Whether in school or clinical settings, ADHD or its associated impairments were frequently the primary reason for referral, affecting my clients’ academic and psychological functioning. In light of my clinical work with individuals diagnosed with ADHD, I have directed my research efforts toward acquiring empirical knowledge of the factors affecting the academic performance of college students with ADHD. 

 While research has begun to emerge on study skills and academic achievement, a limited amount has focused on the cognitive variables that underlie lecture note taking. Lecture note taking is a highly demanding cognitive skill. Specifically, students must hold lecture information in verbal working memory, select important information from memory, quickly transcribe the most salient information from memory, and still pay attention to the lecture. College students with ADHD may find lecture note taking too cognitively demanding because of the huge burden on attention, verbal working memory (the mental ability to temporarily store and manipulate information), transcription fluency (handwriting speed), and/or listening comprehension ability. As a result of impairments in underlying cognitive variables, poor lecture note taking skills are likely to negatively affect the test performance of college students with ADHD, thereby lowering their overall academic achievement.

The purpose of my dissertation study is to investigate the differences in lecture note taking between college students with and without ADHD in terms of the cognitive variables of attention, verbal working memory, transcription fluency, and listening comprehension in order to explain differences in academic achievement and inform educational interventions. Additionally, this study aims to test the relationship between lecture note taking and test performance in a sample of college students with and without ADHD. My research study is designed to contribute to the empirical knowledge about ADHD in late adolescence and young adulthood and shape more empirically validated academic interventions.

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• School Psychology Student Awarded OPR Research Fellowship