Exploring how ADHD Shapes Curiosity, Hyperfocus, and Utility Value
Students with Attention-Deficit/Hyperactivity Disorder (ADHD) represent one of the largest and fastest-growing disability groups in higher education, yet they remain less likely to complete their degrees compared to peers. My dissertation investigates this critical equity gap through three interconnected studies. The first examines how ADHD prevalence and demographics in higher education have evolved over the past two decades. The second explores the Hypercuriosity Hypothesis -- a novel theory suggesting that hallmark ADHD traits such as distractibility, impulsivity, and hyperfocus may stem from elevated trait curiosity. The third evaluates whether Utility Value interventions, designed to enhance academic motivation by linking coursework to personal goals, are equally effective for students with ADHD. Together, these studies aim to deepen our understanding of ADHD in college contexts and inform more inclusive, evidence-based approaches to student motivation and success.
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