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Autor/inn/en | Frazier, Thomas W.; Youngstrom, Eric A.; Glutting, Joseph J.; Watkins, Marley W. |
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Titel | ADHD and Achievement: Meta-Analysis of the Child, Adolescent, and Adult Literatures and a Concomitant Study with College Students |
Quelle | In: Journal of Learning Disabilities, 40 (2007) 1, S.49-65 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
Schlagwörter | Parent Attitudes; Student Attitudes; College Students; Standardized Tests; Predictive Validity; Hyperactivity; Effect Size; Academic Achievement; Attention Deficit Disorders; Meta Analysis; Comparative Analysis; Age Differences; Gender Differences; Measurement Techniques; Identification; Adults; Children; Rating Scales; Adolescents Elternverhalten; Schülerverhalten; Collegestudent; Standadised tests; Standardisierter Test; Hyperaktivität; Schulleistung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Meta-analysis; Metaanalyse; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Messtechnik; Identifikation; Identifizierung; Child; Kind; Kinder; Rating-Skala; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher |
Abstract | This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD (sample weighted r = 0.32, sample weighted d = 0.71; p = 0.001). Effects were also examined according to the moderators of age, gender, achievement domain (reading, math, spelling), measurement method (standardized tests vs. grades, parent/teacher ratings, etc.), sample type (clinical vs. nonclinical), and system used to identify ADHD ("DSM-III-R" vs. "DSM-IV"). Significant differences emerged from the moderator comparisons. The second study, using averaged effect sizes from the first study as a baseline for comparison, investigated achievement levels for an understudied age group with ADHD, namely, college students. Unlike previous studies at the college level, the sample incorporated both student and parent ratings (N = 380 dyads). The results were comparable to outcomes from the meta-analysis for college students and adults. Analyses demonstrated modest (R = 0.21) but meaningful predictive validity across 1 year to end-of-first-year grades. However, unlike earlier studies with children and adolescents, student ratings were as predictive as parent ratings. Findings are discussed in terms of the impact of moderator variables on ADHD and achievement. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |