General Education Development (GED®) Credential Attainment, Externalizing Disorders, and Substance Use Disorders in Disconnected Emerging Adults

Autor/inn/en	Bergman, Andrea; Kong, Grace; Pope, Alice
Titel	General Education Development (GED®) Credential Attainment, Externalizing Disorders, and Substance Use Disorders in Disconnected Emerging Adults
Quelle	In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 3 (2014) 2, S.8-20 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2169-0480
Schlagwörter	General Education; Credentials; High School Equivalency Programs; Young Adults; Attention Deficit Hyperactivity Disorder; Substance Abuse; Antisocial Behavior; Predictor Variables; Educational Attainment; Dropouts; Urban Areas; Age; Ethnicity; Sex; Intelligence; Verbal Ability; Regression (Statistics); Interviews; New York; Conners Teacher Rating Scale; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Studienbuch; Young adult; Junger Erwachsener; Drug use; Drug consomption; Drogenkonsum; Prädiktor; Bildungsabschluss; Bildungsgut; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Urban area; Stadtregion; Alter; Lebensalter; Ethnizität; Geschlecht; Geschlechtsverkehr; Intelligenz; Klugheit; Mündliche Leistung; Regression; Regressionsanalyse; Interviewing; Interviewtechnik
Abstract	There are many benefits for emerging adults, both financial and personal, in obtaining a General Education Development (GED®) credential (Ou, 2008). However, little is known about the correlates of GED® credential attainment in "disconnected" emerging adults attending GED® programs. Our goal was to examine whether externalizing disorders, including attention-deficit hyperactivity disorder, substance use disorders, and antisocial personality disorder, predicted GED® credential attainment in a sample of 109 emerging adults attending a GED® program. Included in the analysis was age, ethnicity, gender, and measures of both verbal and non-verbal intelligence. Results of logistic regression analysis indicated that verbal IQ was predictive of GED® credential attainment. These results are consistent with previous literature linking childhood IQ and educational achievement (Fergusson, Horwood, & Ridder, 2005b). (As Provided).
Anmerkungen	Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10