The impact of ADHD symptoms, class size, and classroom area on university students’ selective attention

Khozaei, Fatemeh; Carbon, Claus‐Christian; Ravari, Zahra Khozaei; Assi, Sabah Abdulkader; Islam, Qamar Ul; Amir, Atikah Fukaihah · 2025 · OpenAlex-citations

DOI: 10.1007/s44202-025-00528-z

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Summary

This study investigates how stable traits (ADHD symptom severity), momentary states (mental fatigue), and classroom context (class size and physical area) influence university students’ selective attention. Motivated by the need to isolate these factors in authentic educational settings, the research addresses two under-tested questions: whether mental fatigue exacerbates ADHD-linked attentional deficits and whether classroom ecology explains variance in attention beyond individual differences. The study is guided by dual-pathway and cognitive-energetic models of ADHD, aiming to determine if state depletion or contextual load serves as a more significant amplifier of attentional deficits. The researchers employed a cross-sectional survey design with 134 Iranian university students, collecting data during regular classroom sessions in April 2025. ADHD symptom severity was measured using the Adult ADHD Self-Report Scale (ASRS-v1.1) 6-Item Screener, while mental fatigue was assessed via the Mental Fatigue Scale (MFS). Selective attention was objectively measured using the time-pressured D2 Test of Attention, which evaluates accuracy and processing speed. Classroom size (square meters) and class size were included as control variables. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate direct and moderating effects. The results revealed a significant negative relationship between ADHD symptom severity and student attention, indicating that higher ADHD symptoms were associated with lower attention performance. Contrary to theoretical expectations, the hypothesized moderating effect of mental fatigue on this relationship was not supported, suggesting a state-insensitive, trait-dominant pathway under time-pressured demands. Additionally, classroom factors showed significant effects: smaller class sizes and more spacious classrooms were linked to increased attention performance. These findings indicate that environmental context plays a crucial role in shaping attentional outcomes, independent of mental fatigue. The study concludes that ADHD symptom severity significantly impacts student attention, independent of momentary mental fatigue. It highlights the importance of classroom ecology—specifically class size and usable area per student—as a consequential factor in amplifying or mitigating ADHD-linked attentional deficits. These findings refine dual-process and cognitive-energetic accounts by demonstrating that environmental context is more impactful than state depletion in this setting. The authors call for future longitudinal and experimental research to further explore these dynamics and validate the robust links between classroom environment and attentional performance.

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• attention selective divided