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Thesis (Ph. D.)--Drexel University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 156-174).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xviii, 251 p.; also includes graphics (some col.). Includes bibliographical references (p. 150-157). Available online via OhioLINK's ETD Center

The present research examines three central issues in the context of ADIHD. First, a theory of attribution proposing that parents' causal attributions affect ADIHD children's locus of control is assessed. Second, ADIHD children's locus of control is linked to their psychological profiles. Finally, ADIHD is looked at from a cross-cultural perspective norms, highlighting the significance of parents' knowledge versus ignorance of the disorder. The main population of interest consists of unmedicated and untreated ADIHD children in Greece whose parents had no prior knowledge of the disorder. Initially, the impact of Greek parents' causal attributions about their ADIHD children's academic performance and behaviour on those children's locus of control is examined. Qualitative and quantitative analyses of the attributions made by parents were found to be associated with specific patterns of locus of control beliefs in their children. In-depth measures of the children's psychological profiles were found to be associated with their locus of control, and a detailed discussion compares these results with other research findings linking internalising and extemalising behaviours with biases in locus of control and attributional style. Then the possible implications of knowledge and socio-cultural beliefs are discussed in relation to the findings on two socio-culturally different populations - Greek and British ADIHD children's locus of control. Finally in an attempt to compare attributional differences, the role of locus of control is examined in an experimental test of task persistence and children's self-evaluations before and after a failure experience. It is concluded that socio-cultural norms influence the ways in which parents formulate causal explanations for their children's behaviour, which, in turn, influence the locus of control, the psychological profiles, the task persistence, and the self-evaluations of ADIHD children.

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No description available.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 25, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Jeff Bakken, Thomas E. Caldwell, Kenneth H. Strand, Mark E. Swerdlik. Includes bibliographical references (leaves 94-106) and abstract. Also available in print.