Keywords

ADHD in Higher Education, Digital Communication, Online Interviewing, Self-Regulation Strategies, Virtual Employment Interviews

Abstract

This dissertation investigates the complex dynamics of digital communication, highlights the unique stressors it places on college students with attention-deficit/hyperactivity disorder (ADHD), and advocates for adopting interdisciplinary methods to enhance their participation in online communication environments. While online interviewing has become increasingly common in the employment domain, it poses unique difficulties for individuals with ADHD, who may struggle with self-regulation and communication skills. Due to the absence of physical presence, online interviews pose a significant challenge to individuals in perceiving and responding to the nuanced range of non-verbal cues, which can greatly impact the effectiveness of their communication. To advance this investigation, the dissertation presents three manuscripts examining the self-regulation behaviors of college students with ADHD during online job interviews. It also proposes strategic interventions to alleviate their challenges and actively participates in the discussion on empowering these individuals to navigate the digital communication realm successfully.

The first manuscript provides a comprehensive literature review of the current use of technology in higher education to prepare students with disabilities for online interviewing. The second manuscript presents a research study investigating self-regulation behaviors in students with ADHD during simulated online interviews using physiological measurements. The third manuscript focuses on how postsecondary educators can integrate self-regulation and aspects of neuroscience in their daily pedagogy.

Overall, the results from these chapters illustrate the specific challenges faced by students with ADHD in online interviews and emphasize the significance of self-regulation strategies. By equipping students with effective self-regulation skills, postsecondary institutions can enhance their employment opportunities and overall success. These manuscripts contribute to a broader understanding of ADHD, self-regulation, and online interactions, informing future research and support strategies in the evolving context of virtual employment interviews.

Completion Date

2023

Semester

Fall

Committee Chair

Marino, Matthew

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Learning Sciences and Educational Research

Degree Program

Exceptional Education

Format

application/pdf

Identifier

DP0028101

URL

https://purls.library.ucf.edu/go/DP0028101

Language

English

Release Date

December 2023

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

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