TY - JOUR
T1 - Loneliness experience during distance learning among college students with ADHD
T2 - the mediating role of perceived support and hope
AU - Laslo-Roth, Roni
AU - Bareket-Bojmel, Liad
AU - Margalit, Malka
N1 - Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - This study examined the predictive role of attention deficit disorders (ADHD) on the experience of loneliness among college students during the move to distance learning and social distancing policy during the COVID-19 pandemic. The study examined a serial multiple mediation of students’ experiences with distance learning, perceived social support, and hope. We hypothesised that students with ADHD would experience social distress in addition to struggling with distance learning. However, we expect that social support and hope may mediate their loneliness. The sample consisted of 648 students (Mean age 27.99, SD–7.08), in a medium size college in the centre of Israel. Participants were divided into two groups: 529 typical students and 119 students with ADHD. Loneliness, negative experiences during the use of distance learning, perceptions of social support, and hope were examined. Students with ADHD reported higher levels of loneliness and more negative experiences with distance learning than their peers. Results demonstrated that ADHD and negative experiences with distance learning predicted higher levels of loneliness, while college support and peer support in addition to hopeful thinking mediated these relations. The discussion focuses on the theoretical and practical aspects of loneliness and support while emphasising the therapeutic implications of hope.
AB - This study examined the predictive role of attention deficit disorders (ADHD) on the experience of loneliness among college students during the move to distance learning and social distancing policy during the COVID-19 pandemic. The study examined a serial multiple mediation of students’ experiences with distance learning, perceived social support, and hope. We hypothesised that students with ADHD would experience social distress in addition to struggling with distance learning. However, we expect that social support and hope may mediate their loneliness. The sample consisted of 648 students (Mean age 27.99, SD–7.08), in a medium size college in the centre of Israel. Participants were divided into two groups: 529 typical students and 119 students with ADHD. Loneliness, negative experiences during the use of distance learning, perceptions of social support, and hope were examined. Students with ADHD reported higher levels of loneliness and more negative experiences with distance learning than their peers. Results demonstrated that ADHD and negative experiences with distance learning predicted higher levels of loneliness, while college support and peer support in addition to hopeful thinking mediated these relations. The discussion focuses on the theoretical and practical aspects of loneliness and support while emphasising the therapeutic implications of hope.
KW - ADHD
KW - COVID-19
KW - Loneliness
KW - higher education
KW - hope
KW - social support
UR - http://www.scopus.com/inward/record.url?scp=85098589198&partnerID=8YFLogxK
U2 - 10.1080/08856257.2020.1862339
DO - 10.1080/08856257.2020.1862339
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AN - SCOPUS:85098589198
SN - 0885-6257
VL - 37
SP - 220
EP - 234
JO - European Journal of Special Needs Education
JF - European Journal of Special Needs Education
IS - 2
ER -