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Self-efficacy as described in Bandur...

Viro, Michelle Beabout.

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Self-efficacy as described in Bandura's social learning theory among boys with attention deficit hyperactivity disorder (Albert Bandura).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-efficacy as described in Bandura's social learning theory among boys with attention deficit hyperactivity disorder (Albert Bandura)./
Author:	Viro, Michelle Beabout.
Description:	80 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-09, Section: A, page: 3420.
Contained By:	Dissertation Abstracts International58-09A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9809042
ISBN:	0591594331

Self-efficacy as described in Bandura's social learning theory among boys with attention deficit hyperactivity disorder (Albert Bandura).
Viro, Michelle Beabout.

Self-efficacy as described in Bandura's social learning theory among boys with attention deficit hyperactivity disorder (Albert Bandura). - 80 p.

Source: Dissertation Abstracts International, Volume: 58-09, Section: A, page: 3420.

Thesis (Ph.D.)--Indiana State University, 1997.

This study investigated self-efficacy as described in Bandura's social learning theory and how it applies among boys with Attention Deficit Hyperactivity Disorder (ADHD). The Student Self-Concept Scale (SSCS) (Gresham, Elliott, & Evans-Rernandez, 1993) was administered to assess the degree to which boys with ADHD differed from a standardized national sample of boys with respect to self-efficacy as outlined in Bandura's social learning theory. In addition, self-efficacy of third to sixth grade boys with ADHD and seventh to twelfth grade boys with ADHD was compared to determine whether self-efficacy differed in the two age groups, and the direction of the difference.

ISBN: 0591594331Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Self-efficacy as described in Bandura's social learning theory among boys with attention deficit hyperactivity disorder (Albert Bandura).
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100 1 $a Viro, Michelle Beabout. $3 1933714
245 1 0 $a Self-efficacy as described in Bandura's social learning theory among boys with attention deficit hyperactivity disorder (Albert Bandura).
300 $a 80 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-09, Section: A, page: 3420.
500 $a Chairperson: Kenneth Walker.
502 $a Thesis (Ph.D.)--Indiana State University, 1997.
520 $a This study investigated self-efficacy as described in Bandura's social learning theory and how it applies among boys with Attention Deficit Hyperactivity Disorder (ADHD). The Student Self-Concept Scale (SSCS) (Gresham, Elliott, & Evans-Rernandez, 1993) was administered to assess the degree to which boys with ADHD differed from a standardized national sample of boys with respect to self-efficacy as outlined in Bandura's social learning theory. In addition, self-efficacy of third to sixth grade boys with ADHD and seventh to twelfth grade boys with ADHD was compared to determine whether self-efficacy differed in the two age groups, and the direction of the difference.
520 $a Subjects were 40 boys with ADHD. Twenty boys in the 3rd to 6th grade, and twenty boys in the 7th to 12th grade received a full ADHD assessment battery at a Midwestern university center and were diagnosed with ADHD according to DSM-IV criteria.
520 $a Several significant differences on multivariate analysis of variances were found between the two ADHD groups in the SSCS constructs. Social importance, social self-confidence and self-image self-confidence was significantly lower among adolescent boys with ADHD than pre-adolescent boys with ADHD. In addition, two-tailed single sample t-tests revealed that pre-adolescent boys with ADHD significantly differed from the normed group on these same constructs. Specifically, pre-adolescent boys with ADHD had higher self-confidence in their self-image and their social abilities and felt that socialization was more important than adolescent boys with ADHD and more than the normed group. Furthermore, pre-adolescent boys with ADHD differed significantly from the normed group in self-image importance and academic importance. Pre-adolescent boys had strong overall self-confidence in their abilities and felt that socialization and academics were critically important when compared to adolescent boys with ADHD and the normed group.
520 $a Implications for further extension of Bandura's social learning theory to children with ADHD are discussed.
590 $a School code: 0094.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Personality. $3 1017585
690 $a 0525
690 $a 0625
710 2 0 $a Indiana State University. $3 1018495
773 0 $t Dissertation Abstracts International $g 58-09A.
790 1 0 $a Walker, Kenneth, $e advisor
790 $a 0094
791 $a Ph.D.
792 $a 1997
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9809042