Trajectories of college students with and without Attention Deficit/Hyperactivity Disorder : the impact of service utilization and race/ethnicity on study skills
| العنوان: | Trajectories of college students with and without Attention Deficit/Hyperactivity Disorder : the impact of service utilization and race/ethnicity on study skills |
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| المؤلفون: | Beal, Kaicee K. |
| بيانات النشر: | [Greensboro, N.C.] : [University of North Carolina at Greensboro], [2017] |
| تفاصيل مُضافة: | NC Digital Online Collection of Knowledge and Scholarship (NCDOCKS) |
| وصف مادي: | vi, 55 pages : illustrations, digital, PDF file 1.32 MB. |
| Supplemental Data: | System requirements: PC, World Wide Web browser, PDF reader. Available online via NCDOCKS. Mode of access: World Wide Web. |
| مستخلص: | "This paper investigated the longitudinal study skills trajectories of college students with and without ADHD. Data were drawn from a large federally funded multi-site study, known as the Trajectories Related to ADHD in College (TRAC) project. A total of 456 first year college students started the project and were assessed annually across four years in North Carolina, Pennsylvania, and Rhode Island. Data from years 1-3 were available for the current study, which used ADHD group status, service utilization, and race/ethnicity to predict differences in study skills at baseline and change-over-time. Latent growth curve modeling was used to map out the trajectories of study skills, as measured by comprehension monitoring strategies (CMS), which is comprised of three subscales of the Learning and Study Strategies Inventory (LASSI). It was expected that students with ADHD would have worse CMS scores than non-ADHD comparison students, that service use would predict CMS scores, and that there would be differences in both CMS scores and service utilization as a function of dichotomized race/ethnicity. Results revealed that students with ADHD had worse educational skills at baseline and change-over-time. ADHD group status moderated the relationship between service utilization and CMS, such that increases in service utilization predicted increased trajectories of CMS scores for students with ADHD only. No differences in service utilization or CMS scores at baseline or change-over-time were observed as a function of race/ethnicity. Implications for college services and ADHD treatment programs were discussed."--Abstract from author supplied metadata. |
| الموضوعات: | Academic achievement Social aspects United States., Attention-deficit hyperactivity disorder United States., Attention-deficit-disordered youth Education (Higher) United States., College students Services for United States., College students with disabilities United States., Minorities Education (Higher) United States., People with social disabilities Education (Higher) United States., Study skills United States., Trouble déficitaire de l'attention États-Unis., Étudiants Services États-Unis., Étudiants handicapés États-Unis., Minorités Enseignement supérieur États-Unis., Personnes socialement défavorisées Enseignement supérieur États-Unis., Étude Méthodes États-Unis., Academic achievement Social aspects., Attention-deficit-disordered youth Education (Higher), Attention-deficit hyperactivity disorder., College students Services for., College students with disabilities., Minorities Education (Higher), People with social disabilities Education (Higher), Study skills., United States. |
| مصطلحات الفهرس: | Academic theses., Academic theses., Thèses et écrits académiques. |
| URL: | |
| ملاحظة: | Title from PDF title page (viewed Nov. 28, 2017). Directed by Arthur D. Anastopoulos, Danielle Crosby ; submitted to the Dept. of Human Development and Family Studies. Includes bibliographical references (pages 35-41). |
| أرقام أخرى: | NGU oai:libres.uncg.edu/21876 992118053 United States |
| المصدر المساهم: | From OAIster®, provided by the OCLC Cooperative. |
| رقم الانضمام: | edsoai.ocn992118053 |
| قاعدة البيانات: | OAIster |
| الوصف غير متاح. |