Academic Outcomes of Young Adults with a Childhood Diagnosis of ADHD
The literature has documented the pervasive academic difficulties encountered by children with ADHD and other disabilities. Few studies have emphasized predictors that would result in more positive outcomes for this population in young adulthood. Using secondary data from The National Longitudinal Transition Study-2, this dissertation endeavored to show that the tenets of Positive Youth Development, connections between family, peer, and community, mediated by school engagement, will improve academic outcomes. The results showed statistically significant and positive but small correlations between family and community measures and academic progress. Mediation analysis did not establish any significant indirect paths between family connection and community connection and academic progress in which school engagement played an intermediate role.
Rossiter, Lizabeth, "Academic Outcomes of Young Adults with a Childhood Diagnosis of ADHD" (2018). ETD Collection for Fordham University. AAI10689157.