Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 139-149). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Oklahoma, 1993. / Includes bibliographical references (leaves 176-181).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 79-100). Available also in a digital version from Dissertation Abstracts.

published_or_final_version / Public Health / Master / Master of Public Health

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Current findings indicate that the symptom clusters of inattention and hyperactivity-impulsivity, the primary behavioral characteristics of AttentionDeficit/Hyperactivity Disorder (ADHD), serve as risk factors for reduced academic performance in postsecondary educational settings. The proposed investigation is designed to clarify the extent and mechanisms through which these associated symptoms clusters predict reduced academic performance in an undergraduate sample. This investigation tests four hypotheses: (a) ADHD symptoms predict inversely undergraduates' academic performance; (b) deficiencies in academic coping partially mediate the relationship between undergraduates' ADHD symptoms and academic performance; (c) deficiencies in undergraduates' executive functioning partially mediate the association between students' ADHD symptoms and their academic coping; and (d) the predictive association between students' ADHD symptoms and academic performance is more fully explained by their level of academic coping and executive functioning. To achieve these goals, 111 undergraduates from The University of Texas with variable levels of ADHD symptoms were recruited for participation in this study. Participants' academic performance (i.e., concurrent and cumulative semester grade point average, number of problem credit hours, and number of completed credit hours) will be compared to their level of self-reported ADHD symptoms (i.e., current and childhood ADHD symptoms). The hypothesized mediating effect of academic coping on this relationship was evaluated using two questionnaires of academic coping that separately assess students' general academic coping strategies and more specific academic coping behaviors. Further, the anticipated mediating effect of executive functioning on the relation between ADHD symptoms and academic coping was investigated using two neuropsychological tests of attentional control and planful problem solving. Results did not support the proposed model although several study hypotheses received partial support. A data-derived alternative explanatory model is presented and clinical implications are discussed.

This study aimed to explore the influence of adult attachment on relationship quality in parents of children with ADHD. A mixed methods design was used to address the research objectives. Study One (quantitative) explored the different pressures that having a child with ADHD places on parents with different attachment styles, and how the parents differ in their way of responding to such pressures based on their attachment styles. Two hundred and fifty four participants were employed: 101 parents of children with ADHD, and 153 parents of children without ADHD. Four established questionnaires were used: Connors Parental rating Scale (CPRS), Communication Pattern Questionnaire (CPQ), Experience in Close Relationship (ECR), and Dyadic Adjustment Scale (DAS). The results showed that parents of children with ADHD reported greater marital conflict and worse dyadic adjustment than parents of children without ADHD. Moreover, behavioural problems in children with ADHD correlated negatively with interpersonal relationship in the parental couple. Finally, attachment style moderated the impact of ADHD symptoms on interpersonal problems in the couple. On the other hand, Study Two (qualitative) explored parents’ experiences of how the disorganised behaviour of children with ADHD or the normal naughtiness of children without ADHD had an impact on the relationship. The differences between parents with children with and without ADHD with regard to their attachment styles were also studied. Forty eight participants extracted from the Study One were participated in this Study Two. The results through the thematic analyses indicated that parents of children with ADHD experienced the stress related to their children’s condition which was negatively affected their couple relationship. Not only that, the parents with different attachment styles experienced differently in both group. In considering both studies, the qualitative themes may explain how attachment insecurity moderates the impact of having a child with ADHD on relationship variables. The theme may be particularly important, as it may have a negative influence on the interpersonal communication of the parents with insecurity attachment. It is proposed that this research can make a contribution towards relevant intervention programs to facilitate support for parents of children with ADHD.

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