The primary purposes of the current study are to:

• Explore the academic trajectories of students with ADHD and those without ADHD.
• Identify predictors of academic performance over time, and how those can be used to inform prevention and intervention strategies.

The academic outcomes assessed as part of the study include:

• GPA by semester
• Progress toward graduation
• Self-reported study skills
• College-drop out rates

Seven hypotheses were proposed by this study:

• College students with ADHD would earn lower GPAs and show lower rates of enrollment relative to non-ADHD peers.
• Medical treatment for students with ADHD would result in better academic trajectories.
• Demographic predictors would be associated with better academic outcomes.
• Students meeting the criteria for anxiety or mood disorders would have worse relative outcomes to peers without a diagnosis.
• Maladaptive cognitions would be negatively correlated with academic outcomes.
• Executive functioning would be positively correlated with academic outcomes.
• Psychosocial and academic service use would not be correlated with improved academic outcomes.