Paper Number
ECIS2026-1556
Paper Type
SP
Abstract
E-learning premises flexibility and scalability, yet dropout rates remain high, especially among learners who struggle with self-regulation. Adults with Attention-Deficit/Hyperactivity Disorder (ADHD), characterised by impairments in attention regulation, motivation, and emotional control, may be affected by the demands of e-learning environments. Drawing on Zimmerman’s Social Cognitive Model of Self-Regulated Learning (SRL), we examine how self-regulatory processes differ between adults with and without ADHD and how these differences relate to e-learning dropout. Our pre-study draws on survey data from N = 379 adults with e-learning experience. The results reveal significant group differences across all SRL phases, indicating that individual motivational, cognitive, and behavioural processes contribute to dropout risk among adults with ADHD. These findings offer initial empirical support for a differentiated SRL-based model and inform the design of neuroinclusive e-learning environments. We aim to incorporate longitudinal, eye-tracking, and psychophysiological data to deepen insights and to enhance e-learning among adults with ADHD.
Recommended Citation
Wortmann, Theresa; Wetterling, Florian; and Kroenung, Julia Sarah, "Breaking The Cycle: ADHD, Self-Regulated Learning, and E-Learning Dropout In Higher Education" (2026). ECIS 2026 Proceedings. 9.
https://aisel.aisnet.org/ecis2026/cog_hbis/cog_hbis/9
Breaking The Cycle: ADHD, Self-Regulated Learning, and E-Learning Dropout In Higher Education
E-learning premises flexibility and scalability, yet dropout rates remain high, especially among learners who struggle with self-regulation. Adults with Attention-Deficit/Hyperactivity Disorder (ADHD), characterised by impairments in attention regulation, motivation, and emotional control, may be affected by the demands of e-learning environments. Drawing on Zimmerman’s Social Cognitive Model of Self-Regulated Learning (SRL), we examine how self-regulatory processes differ between adults with and without ADHD and how these differences relate to e-learning dropout. Our pre-study draws on survey data from N = 379 adults with e-learning experience. The results reveal significant group differences across all SRL phases, indicating that individual motivational, cognitive, and behavioural processes contribute to dropout risk among adults with ADHD. These findings offer initial empirical support for a differentiated SRL-based model and inform the design of neuroinclusive e-learning environments. We aim to incorporate longitudinal, eye-tracking, and psychophysiological data to deepen insights and to enhance e-learning among adults with ADHD.
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