Abstract / Summary
Background Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition that often persists from childhood into adulthood and is characterized by symptoms of inattention, hyperactivity, and impulsivity. In university students, these symptoms may negatively affect time management and academic performance. This study aimed to estimate the prevalence of adult ADHD symptoms among university students at Jazan University, Saudi Arabia, and to examine their associations with time management skills and academic performance. Methods We conducted a cross-sectional study at Jazan University, Jazan, Saudi Arabia. We used a multistage sampling technique. We distributed 763 online questionnaires to the university students; the response rate was 87% (664 questionnaires). Of them, 612 (80.2%) questionnaires were complete and included in the analysis. We recruited male and female students from the Colleges of Medicine, Nursing, Business Administration, and Engineering. Data were collected using validated self-administered questionnaires assessing ADHD symptoms, time management skills, and academic performance. Results Our study was conducted among Jazan University students, with a mean age of 21 years (SD = 1.6), and a predominance of male participants (64%). The prevalence of adult ADHD symptoms was 26% among Jazan University students. Significant associations were observed with female sex (odds ratio (OR) = 1.58), sleeping fewer than 4 hours per night (compared with ≥ 8 hours; OR = 2.46), and lower grade point average (GPA) (odds ratio (OR) = 2.10). Associations with the Academic Performance Scale (APS) and time management skills were inconsistent. Conclusions Adult ADHD symptoms were more prevalent among Saudi university students than estimates reported in the global literature and were associated with female sex, insufficient sleep, and lower GPA. The inconsistent associations with academic performance measures and time management skills highlight the complexity of ADHD-related functional outcomes. These findings underscore the need for targeted interventions to support students’ mental well-being and academic success.