東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examining academic functioning in yo...

VanPutten, Maya Miriam.

Linked to FindBook

Google Book

Amazon

博客來

Examining academic functioning in young women with ADHD: How do girls diagnosed in childhood fare across development?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining academic functioning in young women with ADHD: How do girls diagnosed in childhood fare across development?/
Author:	VanPutten, Maya Miriam.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2010,
Description:	49 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3145.
Contained By:	Dissertation Abstracts International71-09A.
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3413511
ISBN:	9781124142111

Examining academic functioning in young women with ADHD: How do girls diagnosed in childhood fare across development?
VanPutten, Maya Miriam.

Examining academic functioning in young women with ADHD: How do girls diagnosed in childhood fare across development? - Ann Arbor : ProQuest Dissertations & Theses, 2010 - 49 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3145.

Thesis (Ph.D.)--University of California, Berkeley, 2010.

This investigation examined measures of academic functioning in one hundred eighty young women between the ages of 17 and 22. Data were drawn from an ongoing, 10-year longitudinal study of girls with attention-deficit/hyperactivity disorder (ADHD), originally diagnosed in childhood, using the all-female dataset of Hinshaw (2002) and Hinshaw, Owens, Sami, and Fargeon (2006). Results suggest young women in the ADHD group (n = 107), when compared to the comparison group of young women of matched age and ethnicity ( n = 73), had lower achievement test scores; showed higher incidences of grade failures, suspensions, and expulsions; received fewer school-based honors and awards; and used school special services in greater numbers. Effect sizes between the ADHD and comparison groups ranged from medium to large. All group differences withstood control of demographic, cognitive, and comorbidity-related covariates. Contrary to prediction, the students with ADHD had graduated from high school and enrolled in some form of postsecondary education in numbers similar to their peers without the disorder. However, the students with the disorder showed a greater tendency to enroll in community colleges or trade schools rather than four-year colleges or universities and demonstrated a pattern of dropout following postsecondary institution enrollment different from that of their peers without the disorder. Overall, this investigation provides strong evidence for the association between ADHD in girls and a long-term outcome of impairment in the educational domain in adolescence and early adulthood, as has been found in parallel research using largely male samples.

ISBN: 9781124142111Subjects--Topical Terms:

517650
Educational psychology.

Examining academic functioning in young women with ADHD: How do girls diagnosed in childhood fare across development?
LDR:02677nmm a2200313 4500 001 2124160
005 20171023115327.5
008 180830s2010 ||||||||||||||||| ||eng d
020 $a 9781124142111
035 $a (MiAaPQ)AAI3413511
035 $a AAI3413511
040 $a MiAaPQ $c MiAaPQ
100 1 $a VanPutten, Maya Miriam. $3 3286149
245 1 0 $a Examining academic functioning in young women with ADHD: How do girls diagnosed in childhood fare across development?
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2010
300 $a 49 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3145.
500 $a Adviser: Susan Holloway.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2010.
520 $a This investigation examined measures of academic functioning in one hundred eighty young women between the ages of 17 and 22. Data were drawn from an ongoing, 10-year longitudinal study of girls with attention-deficit/hyperactivity disorder (ADHD), originally diagnosed in childhood, using the all-female dataset of Hinshaw (2002) and Hinshaw, Owens, Sami, and Fargeon (2006). Results suggest young women in the ADHD group (n = 107), when compared to the comparison group of young women of matched age and ethnicity ( n = 73), had lower achievement test scores; showed higher incidences of grade failures, suspensions, and expulsions; received fewer school-based honors and awards; and used school special services in greater numbers. Effect sizes between the ADHD and comparison groups ranged from medium to large. All group differences withstood control of demographic, cognitive, and comorbidity-related covariates. Contrary to prediction, the students with ADHD had graduated from high school and enrolled in some form of postsecondary education in numbers similar to their peers without the disorder. However, the students with the disorder showed a greater tendency to enroll in community colleges or trade schools rather than four-year colleges or universities and demonstrated a pattern of dropout following postsecondary institution enrollment different from that of their peers without the disorder. Overall, this investigation provides strong evidence for the association between ADHD in girls and a long-term outcome of impairment in the educational domain in adolescence and early adulthood, as has been found in parallel research using largely male samples.
590 $a School code: 0028.
650 4 $a Educational psychology. $3 517650
650 4 $a Psychology. $3 519075
650 4 $a Women's studies. $3 526816
650 4 $a Educational administration. $3 2122799
690 $a 0525
690 $a 0621
690 $a 0453
690 $a 0514
710 2 $a University of California, Berkeley. $b School Psychology. $3 3286150
773 0 $t Dissertation Abstracts International $g 71-09A.
790 $a 0028
791 $a Ph.D.
792 $a 2010
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3413511