Year of Publication

2016

Degree Name

Master of Science (MS)

Document Type

Master's Thesis

College

Arts and Sciences

Department

Psychology

First Advisor

Dr. Elizabeth Lorch

Abstract

The current study examined if the narrative comprehension deficits that children with ADHD exhibit during childhood and adolescence continue in college students as a function of ADHD symptoms, and if a relationship existed between ADHD symptoms and self-efficacy. Children and adolescence with ADHD have difficulties in several areas of narrative comprehension, including maintaining goal structure, distinguishing important events from unimportant events, and making causal connections. If these deficits persist there also may be a relationship between ADHD symptoms and self-efficacy.

Higher levels of ADHD symptomatology were associated with difficulties recalling story events in the college population. Some findings differed from the patterns observed for children and adolescents. College students with higher symptoms of ADHD recalled fewer events in the Growing Pains recall. However, unlike children and adolescents, college students with higher symptoms of ADHD did not recall fewer of the Growing Pains important events or causally connected events. The pattern of findings for the fables is consistent with that seen in research studying children with symptoms of ADHD. These deficits may lead to a serious deficit in academic outcomes within this population.

Digital Object Identifier (DOI)

http://dx.doi.org/10.13023/ETD.2016.351

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