Date of Award
2025
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology
Committee Chair
Jodi Price
Committee Member
Lauren Meaux
Committee Member
Jeffery Neuschatz
Research Advisor
Jodi Price
Subject(s)
Metacognition, Attention-deficit hyperactivity disorder, Psychology of learning
Abstract
The present study examined knowledge updating abilities in individuals with and without ADHD when forced to metacognitively evaluate the effectiveness of different study strategies. Participants with and without ADHD were randomly assigned to either a spontaneous or a forced knowledge updating condition, with those in the latter condition being asked to keep track of encoding strategy-recall outcome results, but no additional instructions for those in the spontaneous condition. I expected that healthy control participants would show greater knowledge updating abilities than those with ADHD, the participants in the forced knowledge updating condition would show greater knowledge updating abilities than participants in the spontaneous updating condition, and healthy controls in the forced knowledge updating condition would show greater knowledge updating abilities than the ADHD individuals in the same condition. Knowledge updating of study strategy effectiveness was found where ADHD individuals in the forced knowledge updating condition showed greater knowledge updating than the control participants. The forced condition potentially promoted metacognitive abilities in ADHD participants. These results combine to suggest that ADHD individuals can show knowledge updating of study strategies if their metacognitive abilities are promoted in some way. Future research should investigate whether these results extend to a setting more similar to a college class.
Recommended Citation
Muscha, Kara R., "Attention deficit hyperactivity disorder and metacognitive awareness of learning" (2025). Theses. 739.
https://louis.uah.edu/uah-theses/739
