20.500.12556/RUL-189157 Značilnosti motnje pozornosti in hiperaktivnosti (ADHD) in težave izvršilnega funkcioniranja pri študentih magistrsko delo Attention-deficit/hyperactivity disorder (ADHD) characteristics and executive functioning difficulties in University students Motnja pozornosti in hiperaktivnosti (ADHD) je nevrorazvojna motnja, katere značilnosti lahko vztrajajo tudi v odraslosti. V obdobju visokošolskega izobraževanja se lahko težave kažejo na področjih organizacije, upravljanja časa, vzdrževanja pozornosti, načrtovanja in samoregulacije, ki so pomembna za vsakodnevno in študijsko funkcioniranje. Pri njihovem raziskovanju imajo pomembno vlogo samoocenjevalni vprašalniki, ki omogočajo vpogled v posameznikovo zaznavanje lastnih značilnosti ADHD in težav izvršilnega funkcioniranja. Namen magistrskega dela je bil preučiti izraženost značilnosti ADHD in težav izvršilnega funkcioniranja pri študentih ter raziskati njihovo medsebojno povezanost. Posebna pozornost je bila namenjena preučevanju povezanosti delovnega spomina in inhibicije s širšimi vidiki vsakodnevnega izvršilnega funkcioniranja. Izvedena je bila kvantitativna, neeksperimentalna, presečna raziskava. Uporabljeni so bili samoocenjevalni vprašalniki ASRS, ADEXI in ESQ-R. Zaradi različnega števila veljavnih odgovorov pri posameznih vprašalnikih se je velikost vzorca med analizami razlikovala; za ASRS je bilo vključenih 157, za ADEXI 151 in za ESQ-R 147 udeležencev. Pozitiven presejalni rezultat dela A vprašalnika ASRS v1.1 je doseglo 36,3 % udeležencev. Pri ADEXI so bile opisno bolj izražene težave inhibicije kot delovnega spomina, pri ESQ-R pa težave na področjih uravnavanja čustev in vedenja ter organizacije. Študenti, ki so navedli, da že imajo diagnozo ADHD, so poročali o večjih težavah izvršilnega funkcioniranja kot študenti brez diagnoze; statistično značilne razlike so bile ugotovljene pri vseh obravnavanih merah razen pri uravnavanju čustev ESQ-R. Večja izraženost značilnosti ADHD je bila pozitivno povezana z vsemi obravnavanimi merami izvršilnega funkcioniranja, pri čemer sta bili povezavi s skupnima rezultatoma ADEXI in ESQ-R močni oziroma zelo močni. Skupna rezultata obeh vprašalnikov izvršilnega funkcioniranja sta bila zelo močno povezana, različni vzorci povezav med njunimi področji pa so pokazali različno povezanost posameznih področij izvršilnega funkcioniranja. V skupnem regresijskem modelu, v katerega sta bila ADEXI in ESQ-R vključena sočasno, je statistično značilen samostojni prispevek k razlikovanju med pozitivnim in negativnim presejalnim rezultatom ASRS ohranil le ESQ-R, medtem ko prispevek ADEXI ni bil statistično značilen. Ugotovitve prispevajo k boljšemu razumevanju povezanosti med značilnostmi ADHD in različnimi vidiki samoocenjenega izvršilnega funkcioniranja pri študentih ter nakazujejo, da ADEXI in ESQ-R zajemata deloma prekrivajoče se, vendar različno opredeljene vidike samoocenjenega izvršilnega funkcioniranja. Hkrati lahko ugotovitve predstavljajo izhodišče za razmislek o načrtovanju ustreznih podpornih ukrepov v visokošolskem okolju. Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder whose characteristics may persist into adulthood. In higher education, difficulties may become apparent in areas such as organization, time management, sustained attention, planning, and self-regulation, all of which are important for everyday and academic functioning. Self-report questionnaires play an important role in studying these difficulties, as they provide insight into individuals’ perceptions of their own ADHD characteristics and executive functioning difficulties. The aim of this master’s thesis was to examine the expression of ADHD characteristics and executive functioning difficulties among university students and to investigate the relationships between them. Particular attention was devoted to examining the associations of working memory and inhibition with broader aspects of everyday executive functioning. A quantitative, non-experimental, cross-sectional study was conducted. The self-report questionnaires ASRS, ADEXI, and ESQ-R were used. Due to differences in the number of valid responses to individual questionnaires, the sample size varied across analyses; 157 participants were included in the ASRS analyses, 151 in the ADEXI analyses, and 147 in the ESQ-R analyses. A total of 36.3% of the participants obtained a positive screening result on the ASRS v1.1 Part A. On the ADEXI, inhibition difficulties were descriptively more pronounced than working memory difficulties, while on the ESQ-R, difficulties in emotional regulation, behavioral regulation, and organization were descriptively more pronounced. Students who indicated that they had previously been diagnosed with ADHD reported greater executive functioning difficulties than students without an ADHD diagnosis; statistically significant differences were found for all examined measures except the ESQ-R emotion regulation domain. Higher levels of ADHD characteristics were positively associated with all examined measures of executive functioning, with strong and very strong associations found for the total ADEXI and ESQ-R scores, respectively. The total scores of the two executive functioning questionnaires were very strongly correlated, while different patterns of associations between their domains indicated differences in the strength of associations among individual areas of executive functioning. In the joint regression model, in which ADEXI and ESQ-R were entered simultaneously, only ESQ-R retained a statistically significant independent contribution to distinguishing between participants with positive and negative ASRS screening results, whereas the independent contribution of ADEXI was not statistically significant. The findings contribute to a better understanding of the relationship between ADHD characteristics and different aspects of self-reported executive functioning among university students and suggest that ADEXI and ESQ-R assess partially overlapping but differently defined aspects of self-reported executive functioning. The findings may also provide a basis for considering the development of appropriate support measures in higher education settings. motnja pozornosti in hiperaktivnosti (ADHD) izvršilno funkcioniranje študenti samoocenjevalni vprašalniki visokošolsko izobraževanje attention-deficit/hyperactivity disorder (ADHD) executive functioning university students self-report questionnaires higher education true false false M. Kolman Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-10-02 08:30:46 2026-10-02 08:30:50 2026-10-10 04:29:20 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana VII, 84 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 616.89-008.47-057.875(043.2) 217829 293557251 MAG_Kolman_Manca_2026.pdf MAG_Kolman_Manca_2026.pdf 1 5678C9427F55E57E39409591451439F3 a8ef9ce7b0f3548b16ceff472a2ad6349d831cf6f6596ab5fe499ea2a6fb8f32 087d1c94-c3d3-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=250239 Pedagoška fakulteta 0 0 0