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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 = .32, sample weighted d = . 71; p = .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 = .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. 相似文献
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This study explored the relations between additive and cumulative representations of contextual risk, caregiver emotionality, child adaptability, and teacher reports of the problem behaviors of 6- and 7-year-old children (N = 155) from economically disadvantaged families. The results showed relations between both risk representations and child problem scores and provided evidence that the relation for cumulative risk may be moderated by caregiver negative emotionality and caregiver positive emotionality and partially mediated by child adaptability. The results suggest the importance of exploring alternative representations of contextual risk and the conditions under which contextual risk influences child behavior. 相似文献
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ABSTRACTThe Cattell-Horn-Carroll (CHC) taxonomy of cognitive abilities married John Horn and Raymond Cattell’s Extended Gf-Gc theory with John Carroll’s Three-Stratum Theory. While there are some similarities in arrangements or classifications of tasks (observed variables) within similar broad or narrow dimensions, other salient theoretical features and statistical methods used for examining and supporting them are in direct opposition. In this article, the theoretical disagreements between Carroll and Cattell-Horn and theoretical incongruencies between their models are delineated, which raises substantive challenges to CHC. Additionally, there are practical and substantial measurement obstacles that further threaten practical application of CHC. We conclude that the problems are due to some fundamental differences that likely will not change, so call for an annulment of this arranged but unhappy marriage. 相似文献
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