Explanatory Style and College Students with ADHD and LD

Autor/inn/en	Shmulsky, Solvegi; Gobbo, Ken
Titel	Explanatory Style and College Students with ADHD and LD
Quelle	In: Journal of Attention Disorders, 10 (2007) 3, S.299-305 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054706292103
Schlagwörter	College Students; Grade Point Average; Learning Disabilities; Attention Deficit Disorders; Language Impairments; Hyperactivity; Attribution Theory; Correlation; Scores; Postsecondary Education; Academic Achievement; Attribution Style Questionnaire + Suchen Sie Ihr Suchwort? Collegestudent; Learning handicap; Lernbehinderung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Hyperaktivität; Korrelation; Post-secondary education; Tertiäre Bildung; Schulleistung
Abstract	Objective: This study uses the Attribution Style Questionnaire (ASQ) to measure the causal thinking of 42 college students with diagnosed language-based learning disabilities (LD), ADHD, or co-occurring ADHD and LD. Attribution style, or explanatory style, is a term used to describe the tendencies of individuals to think that the causes of meaningful events are internal or external, global or specific, and stable or unstable. Method: No significant differences in explanatory styles are found among the three subgroups. The study also investigates whether there is a relationship between explanatory style and grades. Results: Significant positive correlations are found between ASQ scores and grade point averages for the subgroup with co-occurring ADHD and LD and for the three subgroups combined. Conclusion: These findings are significant because they continue to clarify factors related to the postsecondary success of students with LD and attention deficit disorders. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10