Short answer
Designers of educational programs and assessment tools should consider how to better integrate and value divergent thinking, potentially through project-based learning or alternative assessment formats, to support students with ADHD characteristics.
- Field
- Innovation & Design
- Source
- Journal of Engineering Education (2020)
- Method
- Quantitative research using multivariate regression models.
- Sample
- 60 participants
- Evidence
- Moderate effect
Students exhibiting characteristics of ADHD demonstrate a stronger capacity for divergent thinking, a key component of creativity, yet this cognitive strength does not translate to, and may even negatively impact, their academic performance in traditional engineering programs. This innovation & design research insight is drawn from a 2020 study published in Journal of Engineering Education. Using Quantitative research using multivariate regression models. with 60 participants, researchers explored how this design variable affects real-world outcomes. The key design takeaway: Designers of educational programs and assessment tools should consider how to better integrate and value divergent thinking, potentially through project-based learning or alternative assessment formats, to support students with ADHD characteristics.
ADHD Characteristics Enhance Divergent Thinking but Hinder Engineering Academic Performance
Students exhibiting characteristics of ADHD demonstrate a stronger capacity for divergent thinking, a key component of creativity, yet this cognitive strength does not translate to, and may even negatively impact, their academic performance in traditional engineering programs.
Journal of Engineering Education · 2020
Key Findings
- 01Verbal SAT scores were the only positive predictor of overall GPA and engineering GPA.
- 02ADHD characteristics did not significantly predict overall GPA but negatively predicted engineering GPA.
- 03ADHD characteristics were the only positive predictor of divergent thinking ability.
Application
Design takeaway
Designers of educational programs and assessment tools should consider how to better integrate and value divergent thinking, potentially through project-based learning or alternative assessment formats, to support students with ADHD characteristics.
How to apply
When designing learning modules or assessment strategies for technical fields, consider incorporating open-ended problem-solving tasks and creative ideation phases that allow for a wider range of responses and solutions.
Project actions
- 01When researching user groups, consider exploring cognitive diversity and how different thinking styles might influence interaction with a product or system.
- 02If your design project aims to foster creativity, consider how your chosen assessment methods might inadvertently penalize divergent thinkers.
Method & Evidence
Variables
Strengths & Limitations
Strengths
- +Investigated the interplay between creativity, academic performance, and ADHD characteristics in a specific, important field (engineering).
- +Used robust statistical methods (multivariate regression) to analyze the relationships between variables.
Limitations
Self-reported ADHD characteristics may not be a formal diagnosis. The study's findings are specific to engineering and may not apply to other fields. The sample size is relatively small.
Reliability & validity
The study's validity is supported by the use of established academic metrics (SAT, GPA) and a recognized measure of divergent thinking. Reliability would depend on the consistency of the self-report measures and the specific divergent thinking tests used.
Think critically
To what extent do traditional engineering curricula prioritize convergent thinking over divergent thinking, and what are the long-term implications for innovation in the field?
Design Principles
"Design educational and assessment systems to accommodate and leverage diverse cognitive strengths, particularly divergent thinking, to foster innovation."
This finding highlights a potential mismatch between the cognitive profiles of some students and the assessment methods prevalent in engineering education. Recognizing and accommodating diverse thinking styles could unlock greater creative potential within the engineering workforce.
What This Means for Your Design
Students who are more creative (good at thinking of many different ideas) might struggle more in typical engineering classes, even though their creativity is important for future engineering jobs.
How to use in your project
- 1.Reference this study when discussing the importance of creativity in engineering and how traditional academic structures might not always support it, especially for students with certain cognitive profiles.
Add to My Project
Quick Cite
Paragraph starter
Research indicates that while students exhibiting characteristics of Attention Deficit Hyperactivity Disorder (ADHD) often demonstrate enhanced divergent thinking abilities, a key component of creativity, these strengths may not translate into strong academic performance within traditional engineering programs. In fact, ADHD characteristics have been found to negatively predict engineering GPA, suggesting a potential disconnect between the educational environment and the cognitive profiles of these students. This highlights the importance of designing educational and assessment strategies that can accommodate and value diverse thinking styles to foster innovation.
Source
Journal of Engineering Education
Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering
journal · 2020
View sourceQuestions About This Research
- What does the research say about adhd characteristics enhance divergent thinking but hinder engineering academic performance?
- Designers of educational programs and assessment tools should consider how to better integrate and value divergent thinking, potentially through project-based learning or alternative assessment formats, to support students with ADHD characteristics. Evidence: Journal of Engineering Education (2020).
- Why does "ADHD Characteristics Enhance Divergent Thinking but Hinder Engineering Academic Performance" matter for design?
- This finding highlights a potential mismatch between the cognitive profiles of some students and the assessment methods prevalent in engineering education. Recognizing and accommodating diverse thinking styles could unlock greater creative potential within the engineering workforce.
- How can designers apply this research?
- Designers of educational programs and assessment tools should consider how to better integrate and value divergent thinking, potentially through project-based learning or alternative assessment formats, to support students with ADHD characteristics.
- What were the main findings?
- Verbal SAT scores were the only positive predictor of overall GPA and engineering GPA.. ADHD characteristics did not significantly predict overall GPA but negatively predicted engineering GPA.. ADHD characteristics were the only positive predictor of divergent thinking ability.
- What research method was used?
- Quantitative research using multivariate regression models. with 60 participants.
- How strong is the evidence?
- Evidence strength is rated Moderate effect, based on a 2020 journal from Journal of Engineering Education.
- What should I do differently in my next project?
- When designing learning modules or assessment strategies for technical fields, consider incorporating open-ended problem-solving tasks and creative ideation phases that allow for a wider range of responses and solutions.
- What are the limitations?
- The study focused on a specific sample of undergraduate engineering students and may not generalize to other academic disciplines or student populations. The reliance on self-reported ADHD characteristics and traditional academic metrics has inherent limitations.