Objective: Studies on ADHD in educational settings indicate that a student’s motivation for learning is significantly related with the student’s grade point average. The present study examined the relationship between ADHD symptoms and student academic achievement by considering the student’s approach to and motivation for learning. Method: Participants completed a questionnaire that breaks down learning strategies into a surface or deep approach. Each approach is then divided into a deep or surface motivation and strategy. Results: A multivariate analysis of variance determined that those in the control group were using the deep approach, whereas those in the ADHD group strongly favored the surface approach. Furthermore, ADHD participants preferred surface motive and surface strategy. A factor analysis of a study-habits questionnaire identified five categories, with collaborative learning approaching significant levels. Conclusion: Implications for guiding ADHD college students toward effective study strategies are discussed in light of their preference for surface approach, motive, and strategy.
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