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All Journal International Journal of Evaluation and Research in Education (IJERE)
Sabina Tosuni
University of Elbasan “Aleksandër Xhuvani”
Education

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Prevalence and socio-demographic correlates of attention-deficit/hyperactivity disorder among Albanian students Flora Zeqaj Lamçja; Eliona Sula; Elona Prifti; Paola Pina; Kaçe Baushi; Sabina Tosuni
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37525

Abstract

Attention-deficit/hyperactivity disorder (ADHD) may significantly interfere with daily functioning, particularly among nursing students who face high academic stress and demanding clinical schedules. This study aimed to assess prevalence of screening-positive ADHD symptoms and associated factors among 370 Albanian nursing students. A descriptive cross-sectional study was conducted using the adult ADHD self-report scale (ASRS) v1.1. Data analysis included descriptive statistics and inferential tests (such as χ² and analysis of variance (ANOVA)), with significance set at p<0.05. Results indicated that 11.7% of students without a prior ADHD diagnosis screened positive for high ADHD symptom levels. Low to moderate symptoms were recorded by approximately 59% of participants in both ASRS part A and part B, and by 65% based on the total score. No significant associations were found between ADHD symptom severity and gender, living situation, residence, or peer integration (p>0.05). However, symptom severity was significantly associated with help-seeking behavior (p=0.009) and daily life difficulties, particularly economic challenges (p=0.02), with higher symptoms more common among students relying on themselves-coping strategies. Based on these results, targeted interventions such as cognitive-behavioral workshops, academic coaching, and psychoeducational programs could help Albanian nursing students develop organizational and time-management skills, improve emotional regulation, and enhance academic performance.
Co-Authors Eliona Sula Elona Prifti Flora Zeqaj Lamçja Kaçe Baushi Paola Pina