Sluggish Cognitive Tempo is Associated With Poorer Study Skills, More Executive Functioning Deficits, and Greater Impairment in College Students: Sluggish Cognitive Tempo and College Student Adjustment

Flannery, Andrew J.; Luebbe, Aaron M.; Becker, Stephen P.

doi:10.1002/jclp.22406

Cited by 72Attention Deficit Hyperactivity DisorderDevelopmental and Educational NeuropsychologySchizophrenia research and treatment

Sluggish Cognitive Tempo is Associated With Poorer Study Skills, More Executive Functioning Deficits, and Greater Impairment in College Students: Sluggish Cognitive Tempo and College Student Adjustment

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Flannery, Andrew J., Luebbe, Aaron M., Becker, Stephen P.·2017·Journal of Clinical Psychology

DOI 10.1002/jclp.22406PMC PMC5398959

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Abstract

OBJECTIVES: Few studies have examined sluggish cognitive tempo (SCT) in college students even though extant research suggests a higher prevalence rate of SCT symptoms in this population compared to general adult or youth samples. The current study examined SCT symptoms in relation to two domains related to college student's academic success, study skills and daily life executive functioning (EF), as well as specific domains of functional impairment. METHOD: = 19.05 years; 64% female) completed measures of psychopathology symptoms, study skills, daily life EF, and functional impairment. RESULTS: After controlling for demographics and symptoms of attention-deficit/hyperactivity disorder (ADHD), anxiety, and depression, SCT remained significantly associated with poorer study skills, greater daily life EF deficits, and global impairment and with greater functional impairment in the specific domains of educational activities, work, money/finances, managing chores and household tasks, community activities, and social situations with strangers and friends. In many instances, ADHD inattentive symptoms were no longer significantly associated with study skills or impairment after SCT symptoms were added to the model. CONCLUSION: SCT is associated with poorer college student functioning. Findings highlight the need for increased specificity in studies examining the relation between SCT and adjustment.

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SCT is associated with lower grades and with difficulties in study skills and homework motivation and performance.
“SCT is also associated with lower grades80,135 and difficulties with study skills and homework motivation and performance.129,136”
From Report of a Work Group on Sluggish Cognitive Tempo: Key Research Directions and a Consensus Change in Terminology to Cognitive Disengagement Syndrome (2023) · cites this paper as [136]
The Discussion reports that SCT was significantly associated with poorer study skills in college students, including affective learning and goal strategies. The Methods describe these measures as covering motivation for school-related tasks, and the Discussion includes use of homework strategies, but the study does not establish a separate association with homework performance. The lower-grades clause has different citations and is not attributed to this source here. (LLM, conf=0.84)
Experimental — accuracy not yet measured
Preliminary findings link SCT to poorer study skills, lower self-esteem, and higher suicide risk.
“Preliminary findings also link SCT to poorer study skills, lowered self-esteem, and increased suicide risk [7,11,14,15].”
From Advancing the study of sluggish cognitive tempo via DSM, RDoC, and hierarchical models of psychopathology (2019) · cites this paper as [15]
Above and beyond ADHD inattentive symptoms, SCT symptoms are associated with greater academic impairment, poorer daily life functioning, and increased suicide risk in college students.
“Specifically, above and beyond ADHD inattentive symptoms, SCT symptoms have been associated with college students experiencing greater academic impairment (Becker, Langberg, et al., 2014), poorer daily life functioning (Flannery et al., 2017; Wood et al., 2017), and increased suicide risk (Becker, Holdaway, et al., 2018).”
From Disentangling the effects of attentional difficulties on fears of social evaluation and social anxiety symptoms: Unique interactions with sluggish cognitive tempo (2020) · cites this paper as Flannery et al., 2017
SCT symptoms are concurrently associated with more internalizing symptoms, general social impairment, social withdrawal, and behavioral inhibition sensitivity in college students, even when controlling for ADHD inattentive symptoms.
“For instance, SCT symptoms have been concurrently associated with more internalizing symptoms (Becker, Burns, Garner, et al., 2018; Becker, Langberg, et al., 2014), general social impairment (Flannery et al., 2017), social withdrawal (Becker, Burns, Garner, et al., 2018), and behavioral inhibition sensitivity (Becker, Schmitt, et al., 2018), even when controlling for ADHD inattentive symptoms.”
From Disentangling the effects of attentional difficulties on fears of social evaluation and social anxiety symptoms: Unique interactions with sluggish cognitive tempo (2020) · cites this paper as Flannery et al., 2017
Among college students, social anxiety, fears of social evaluation, and SCT are elevated and linked to various impairments.
“although social anxiety, fears of social evaluation, and SCT are all elevated in college students and associated with multiple types of impairment (Brook & Willoughby, 2015; Flannery et al., 2017; Lipton et al., 2016; Wood et al., 2017)”
From Disentangling the effects of attentional difficulties on fears of social evaluation and social anxiety symptoms: Unique interactions with sluggish cognitive tempo (2020) · cites this paper as Flannery et al., 2017

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Authors: Flannery, A. J., Luebbe, A. M., & Becker, S. P.
Affiliations: Northern Illinois University (US)
Miami University (US)
Cincinnati Children's Hospital Medical Center (US)
Corresponding author: Becker, Stephen P.
ORCID: Flannery, Andrew J.
Luebbe, Aaron M.
Becker, Stephen P.
Venue: Journal of Clinical Psychology
Publisher: Wiley
Published: 2016-10-20
Volume: 73
Issue: 9
Pages: 1091-1113
ISSN: 0021-9762 (ISSN-L)
DOI: 10.1002/jclp.22406
PMC: PMC5398959
OpenAlex: W2539155484
Semantic Scholar: c272c4db32b97810f1471747725ee0418914e097
Cited by: 72
References: 62
Citations by year: 2026: 10 · 2025: 11 · 2024: 10 · 2023: 8 · 2022: 10 · 2021: 5 · 2020: 8 · 2019: 4 · 2018: 4 · 2017: 2
FWCI: 2.96
Type: journal article
Language: en
Open access: green
europepmc.org
Licence: doi.wiley.com/10.1002/tdm_license_1.1 (tdm)
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Journal of Clinical Psychology (publishedVersion)
PubMed (publishedVersion)
Europe PMC (PubMed Central) (acceptedVersion)
PubMed Central (acceptedVersion)
Funders: University of Miami (K23MH108603)
National Institute of Mental Health
Topics: Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Health Sciences › Medicine › Psychiatry and Mental health › Schizophrenia research and treatment
Keywords: sluggish cognitive tempo, study skills, executive function, functional disability, university students, academic adjustment, psychiatric symptoms, daily functioning
MeSH terms: Academic Performance, Activities of Daily Living, Adolescent, Adult, Anxiety, Attention Deficit Disorder with Hyperactivity, Depression, Female, Humans, Learning, Male, Students, Universities, Young Adult, Executive Function, Cognitive Dysfunction

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Sluggish Cognitive Tempo is Associated With Poorer Study Skills, More Executive Functioning Deficits, and Greater Impairment in College Students: Sluggish Cognitive Tempo and College Student Adjustment

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