Investigating Self-Control Strategies Use and Effectiveness in ADHD
Bibliographic record
Abstract
Attention-deficit/hyperactivity disorder (ADHD) is prevalent among post-secondary students and is associated with an increased risk of poor academic achievement. Therefore, identifying ways to help those with ADHD symptomatology excel in their academic goals is crucial. ADHD is linked with difficulties in self-control. But self-control can take on different forms, such as modifying your situation (situational strategies), or shifting your attention or your thoughts (intrapsychic strategies). This study examines the effectiveness of these different self-control strategies for those with high ADHD symptoms compared to those with low symptoms. A sample of undergraduates completed two surveys one week apart. The first survey asked participants to list three goals for the upcoming week and included measures of ADHD symptomatology and self-control strategies. The second survey assessed goal progress. Findings will provide insight into how self-control manifests in individuals with ADHD symptoms and how it may support academic success.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".