| Autor: |
DuPaul GJ; 1 College of Education, Lehigh University, Bethlehem, PA, USA., Pinho TD; 1 College of Education, Lehigh University, Bethlehem, PA, USA., Pollack BL; 1 College of Education, Lehigh University, Bethlehem, PA, USA., Gormley MJ; 1 College of Education, Lehigh University, Bethlehem, PA, USA., Laracy SD; 1 College of Education, Lehigh University, Bethlehem, PA, USA. |
| Jazyk: |
angličtina |
| Zdroj: |
Journal of learning disabilities [J Learn Disabil] 2017 May/Jun; Vol. 50 (3), pp. 238-251. Date of Electronic Publication: 2016 Aug 03. |
| DOI: |
10.1177/0022219415617164 |
| Abstrakt: |
Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school preparation behaviors, and goals/expectations. Participants were from the 2010 Cooperative Institutional Research Program Freshman Survey, including students with ADHD ( n = 5,511), LD ( n = 2,626), ADHD+LD ( n = 1,399), or neither disability ( n = 5,737). Controlling for SAT/ACT scores, family income, and parent education, students with ADHD, LD, or ADHD+LD differed from peers on self-ratings of academic and creative abilities and psychosocial functioning; school disengagement, substance use, and emotional difficulties during their last year of high school; reasons for attending college; and expectations for college activities. Several differences were found between disability groups. Implications for college support services and future research are discussed. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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