ABSTRACT

This study examined the predictive role of attention deficit disorders (ADHD) on the experience of loneliness among college students during the move to distance learning and social distancing policy during the COVID-19 pandemic. The study examined a serial multiple mediation of students’ experiences with distance learning, perceived social support, and hope. We hypothesised that students with ADHD would experience social distress in addition to struggling with distance learning. However, we expect that social support and hope may mediate their loneliness. The sample consisted of 648 students (Mean age 27.99, SD – 7.08), in a medium size college in the centre of Israel. Participants were divided into two groups: 529 typical students and 119 students with ADHD. Loneliness, negative experiences during the use of distance learning, perceptions of social support, and hope were examined. Students with ADHD reported higher levels of loneliness and more negative experiences with distance learning than their peers. Results demonstrated that ADHD and negative experiences with distance learning predicted higher levels of loneliness, while college support and peer support in addition to hopeful thinking mediated these relations. The discussion focuses on the theoretical and practical aspects of loneliness and support while emphasising the therapeutic implications of hope.

摘要

本研究检查了注意力缺陷障碍 (ADHD) 在 COVID-19 大流行期间转向远程学习和社会疏远政策期间大学生孤独感体验的预测作用。该研究考察了学生在远程学习、感知社会支持和希望方面的经历的一系列多重中介。我们假设患有 ADHD 的学生除了在远程学习上苦苦挣扎之外，还会经历社会困扰。然而，我们预计社会支持和希望可能会调节他们的孤独感。样本包括以色列中部一所中等规模大学的 648 名学生（平均年龄 27.99，SD – 7.08）。参与者分为两组：529名典型学生和119名患有多动症的学生。使用远程学习过程中的孤独、负面经历、对社会支持和希望的看法进行了检查。与同龄人相比，患有多动症的学生在远程学习中的孤独感和负面体验更高。结果表明，多动症和远程学习的负面经历预示着更高水平的孤独感，而大学支持和同伴支持以及充满希望的思维调节了这些关系。讨论侧重于孤独和支持的理论和实践方面，同时强调希望的治疗意义。而除了充满希望的思想之外，大学支持和同伴支持在这些关系中起到了中介作用。讨论侧重于孤独和支持的理论和实践方面，同时强调希望的治疗意义。而除了充满希望的思想之外，大学支持和同伴支持在这些关系中起到了中介作用。讨论侧重于孤独和支持的理论和实践方面，同时强调希望的治疗意义。