Relationship between executive function alterations and academic performance in university students at risk of ADHD

Dafne Romero-Zavala, Laboratory of Neuroscience, School of Psychology, University of Colima, Colima, Mexico
Yesica Sánchez-Cervantes, Laboratory of Neuroscience, School of Psychology, University of Colima, Colima, Mexico
Ricardo Pedraza-Medina, Laboratory of Neuroscience, School of Psychology, University of Colima; Medical Science Postgraduate Program, School of Medicine, University of Colima; Colima, Mexico
Minerva Ortiz-Valladares, Laboratory of Neuroscience, School of Psychology, University of Colima; Sinergia Clínica de Atención Neuropsicológica. Colima, Mexico

Objective: This study aims to identify executive function (EF) deficits associated with attention deficit hyperactivity disorder (ADHD) risk and their impact on academic performance (AP) among Mexican university students. Methods: The adult ADHD self-report scale v1.1 was administered to 200 university students. A total of 103 students scored within the high-risk range for ADHD. In the second phase of the study, students at high risk for ADHD were invited to undergo a neuropsychological evaluation. Forty-four students (18 men and 26 women) completed the Neuropsychological Battery of Frontal and EF to assess EF. AP was determined based on the average high school and university scores, verified through official school records. Statistical analyses included analysis of variance and correlation tests to explore relationships among the variables. Results: Over 50% of the evaluated participants met the criteria for high ADHD risk, highlighting a high prevalence of undiagnosed symptoms. EF impairments were observed, particularly in the dorsolateral prefrontal cortex. Despite achieving higher AP, women scored significantly lower on EF tasks compared to men. A positive correlation was found between orbitofrontal cortex functioning and AP. In men, higher ADHD risk was negatively associated with EF efficiency. Conclusions: These findings underscore the importance of implementing systematic ADHD screening strategies in university settings. They also suggest the potential presence of compensatory mechanisms in women at high risk for ADHD. Further research is needed to develop targeted interventions aimed at enhancing EFs and supporting academic success in this population.

Keywords: Executive functions. Attention deficit hyperactivity disorder. University students. Sex differences. Academic performance.