Positive Peer Relationships Facilitate Adjustment in the Transition to University for Emerging Adults With ADHD Symptoms
Bibliographic record
Abstract
Many emerging adults, particularly those with attention-deficit/hyperactivity disorder (ADHD) symptoms, struggle to manage the developmental and contextual changes that accompany the transition to university. We examined new students’ formation of positive peer relationships as facilitators of their good university adjustment and as buffers of their ADHD symptom levels. Participants were 571 new university students who had moved away from home to attend university. Sociometric procedures indexed participants’ social acceptance and reciprocated friendships with university peers. Participants completed questionnaires on ADHD symptoms, internalizing difficulties, and attachment to university. Academic transcripts were obtained from the registrar. Students with high ADHD symptoms displayed poorer adjustment overall. However, peer acceptance and reciprocated friendships incrementally predicted better attachment to university, while peer acceptance predicted higher year-end grade point average. Buffering effects of friendships on internalizing difficulties and attachment to university were strongest for those with high ADHD symptoms. Implications for service provision are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".