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Relationships Between Life Satisfaction, Symptoms Of Adhd, And Associated Outcomes In Middle ... PDF

153 Pages·2015·0.94 MB·English
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UUnniivveerrssiittyy ooff SSoouutthh FFlloorriiddaa DDiiggiittaall CCoommmmoonnss @@ UUnniivveerrssiittyy ooff SSoouutthh FFlloorriiddaa USF Tampa Graduate Theses and Dissertations USF Graduate Theses and Dissertations 2010 RReellaattiioonnsshhiippss BBeettwweeeenn LLiiffee SSaattiissffaaccttiioonn,, SSyymmppttoommss OOff AAddhhdd,, AAnndd AAssssoocciiaatteedd OOuuttccoommeess IInn MMiiddddllee SScchhooooll SSttuuddeennttss Lisa Paige Bateman University of South Florida, [email protected] Follow this and additional works at: https://digitalcommons.usf.edu/etd Part of the American Studies Commons, and the Psychology Commons SScchhoollaarr CCoommmmoonnss CCiittaattiioonn Bateman, Lisa Paige, "Relationships Between Life Satisfaction, Symptoms Of Adhd, And Associated Outcomes In Middle School Students" (2010). USF Tampa Graduate Theses and Dissertations. https://digitalcommons.usf.edu/etd/3001 This Thesis is brought to you for free and open access by the USF Graduate Theses and Dissertations at Digital Commons @ University of South Florida. It has been accepted for inclusion in USF Tampa Graduate Theses and Dissertations by an authorized administrator of Digital Commons @ University of South Florida. For more information, please contact [email protected]. Relationships between Life Satisfaction, Symptoms of ADHD, and Associated Outcomes in Middle School Students by Lisa P. Bateman A thesis submitted in partial fulfillment of the requirements for the degree of Education Specialist Department of Psychological and Social Foundations College of Education University of South Florida Major Professor: Julia A. Ogg, Ph.D. Shannon M. Suldo, Ph.D. Robert Dedrick, Ph.D. Date of Approval: August 23, 2011 Keywords: Subjective well-being, quality of life, psychopathology, academic achievement, early adolescence Copyright © 2011, Lisa P. Bateman Acknowledgements I would like to thank everyone who has assisted and inspired me in the completion of this thesis project. I am especially grateful to my Major Professor, Dr. Julia Ogg, who provided invaluable guidance through every step of the process, from the initial conceptualization of the study through developing conclusions and implications from the data. She was always willing to meet to discuss the project and to provide feedback on the countless drafts of this document that I sent to her. I could not have done this without her, and I am incredibly grateful for her knowledge, patience, and encouragement. I would also like to thank Dr. Shannon Suldo, whose passion for positive psychology is contagious and made me excited to research life satisfaction. She also provided valuable feedback and encouragement during the completion of this project, and I am grateful to have had the opportunity to work with her. I would also like to thank Dr. Robert Dedrick for his statistical guidance, without which I would have been lost in the analyses for this project. I am also grateful to the members of the ADHD research team at USF who assisted with the development of and data collection for this project. In particular, I would like to thank my honorary mentor, Sarah Fefer, who has been constantly willing to provide information and encouragement to me throughout the completion of this project. Finally, I am incredibly grateful to my family and close friends, who have provided endless love and support throughout my academic pursuits. Table of Contents List of Tables iv Abstract vi Chapter I: Introduction 2 Statement of the Problem 2 Life Satisfaction and ADHD 5 Purpose of the Current Study 8 Definition of Key Terms 10 Subjective well-being 10 Life satisfaction 10 Quality of life 10 Attention-Deficit/Hyperactivity Disorder (ADHD) 11 Middle school students 11 Moderator 11 Research Questions 11 Importance of the Current Study to School Psychology 12 Contribution to the Literature 13 Chapter II: Review of the Literature 14 Life Satisfaction 14 Variables that Predict Life Satisfaction in the Adolescent Population 16 Demographic factors 16 Internal characteristics 17 Positive daily experiences 18 Life Satisfaction and Psychopathology 21 Life satisfaction and internalizing behavior 21 Life satisfaction and externalizing behavior 22 Attention-Deficit/Hyperactivity Disorder and Associated Problems 23 Academic domain 26 Social domain 27 Comorbid psychopathology 29 Developmental course 31 Research on Quality of Life in Adolescents with ADHD 34 Parent reports of quality of life for children with ADHD versus peers without ADHD 35 Parent versus child reports of quality of life associated with ADHD 36 Children’s reports of quality of life associated with ADHD 37 Research on Life Satisfaction in Adolescents with ADHD 39 Variables Related to Life Satisfaction and ADHD 42 Conclusions 43 Chapter III: Method 46 i Participants 46 Selection of Participants 49 Students 49 Teachers 51 Measures and Achievement Indicators 52 Student Measures and Achievement Indicators 52 Demographic form 52 Florida Comprehensive Assessment Test (FCAT) 53 Students’ Life Satisfaction Scale (SLSS) 53 Children’s Perceptions of Interparental Conflict (CPIC) 54 Center for Epidemiological Studies Depression Scale (CES-D) 56 Teacher Measures 57 Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS) 57 Procedures 59 Student Survey 60 Teacher Survey 61 Analyses 61 Descriptive Analysis 62 Preliminary Analyses 62 Research Question 1 63 Research Question 2 63 Research Questions 3-5 64 Ethical Considerations 65 Chapter IV: Results 68 Data Screening 68 Data entry 68 Variable Construction 69 Life satisfaction 69 Interparental conflict 69 Depressive symptoms 70 Inattentive symptoms 70 Hyperactive/impulsive symptoms 70 Academic achievement 71 Screening for Outliers 71 Descriptive Analyses 72 Scale Reliability 72 Correlational Analyses 73 Regression Analyses 75 Research question 1 75 Research question 2 76 Research question 3 81 Research question 4 86 Research question 5 90 Chapter V: Discussion 96 Relationship Between Life Satisfaction and ADHD 96 Interparental Conflict and the Link Between ADHD and ii Life Satisfaction 102 Life Satisfaction and the Link Between ADHD and Academic Achievement 104 Life Satisfaction and the Link Between ADHD and Depression 105 Contributions to the Literature 107 Limitations of the Current Study 108 Implications for School Psychologists 110 Future Directions 112 References 115 Appendices 130 Appendix A: Parent Consent Letter 131 Appendix B: Student Assent Letter 134 Appendix C: Teacher Consent Letter 137 Appendix D: Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS) 140 Appendix E: Demographic Form 142 Appendix F: Student’s Life Satisfaction Scale (SLSS) 143 Appendix G: Children’s Perception of Interparental Conflict (CPIC) 144 Appendix H: Center for Epidemiological Studies Depression Scale (CES-D) 145 iii List of Tables Table 1. Correlations between ADHD symptoms and SWLS 41 scores for males (above the diagonal) and females (below the diagonal) from Gudjonsson et al. (2009) Table 2. School Demographic Information 48 Table 3. District Demographic Information 49 Table 4. Characteristics of Participants (N=183) 51 Table 5. Cronbach’s Alpha, Means, Standard Deviations, 73 Ranges, Skewness, & Kurtosis (N =172) Table 6. Intercorrelations between Continuous Variables (n =172) 75 Table 7. Summary of Regression Analyses for Inattention Symptoms 78 and Parent Conflict as Predictors of LS (n = 172) Table 8. Summary of Regression Analyses for Hyperactive/Impulsive 81 Symptoms and Parent Conflict as Predictors of LS (n = 172) Table 9. Summary of Regression Analyses for Inattention Symptoms 83 and LS as Predictors of Reading Achievement (n = 172) Table 10. Summary of Regression Analyses for Hyperactivity/ 85 Impulsivity Symptoms and LS as Predictors of Reading Achievement (n = 172) Table 11. Summary of Regression Analyses for Inattention Symptoms 88 and LS as Predictors of Mathematics Achievement (n = 172) Table 12. Summary of Regression Analyses for Hyperactive/ 90 Impulsive Symptoms and LS as Predictors of Mathematics Achievement (n = 172) Table 13. Summary of Regression Analyses for Inattention Symptoms 92 and LS as Predictors of Depressive Symptoms (n = 172) iv Table 14. Summary of Regression Analyses for Hyperactive/ 95 Impulsive Symptoms and LS as Predictors of Depressive Symptoms (n = 172) v Abstract Given increased evidence related to the importance of fostering life satisfaction in the overall population (Diener & Diener, 1996), as well as recent suggestions regarding the importance of increasing positive academic and social outcomes for youth with ADHD (DuPaul, 2007), it is important to gain a clearer understanding of how life satisfaction may be related to ADHD symptoms. Although research has examined the relationship between life satisfaction and externalizing behavior (Suldo & Huebner, 2004a), research on the relationship between life satisfaction and ADHD is currently limited. This study examined if levels of ADHD symptoms predicted reports of life satisfaction in a middle school population (n = 172). Hyperactive/impulsive and inattentive symptoms explained 2.5% of the variance in the dependent variable, life satisfaction, which is not a statistically significant amount, F(2, 169) = 2.2, p = .12. Results of this study also demonstrated that perceived interparental conflict did not moderate the relationship between ADHD symptoms and life satisfaction. Additionally, results of this study demonstrated that life satisfaction did not moderate the relationship between inattentive symptoms and academic achievement in reading, academic achievement in mathematics, and depressive symptoms. Implications of these findings and suggestions for future research are discussed.   vi CHAPTER I: Introduction Statement of the Problem Psychological researchers have shifted their focus in recent decades from not only identifying and reducing symptomology but also emphasizing and promoting overall well-being (Pavot & Diener, 1993). Researchers have defined well-being in several ways, including by considering life satisfaction as an indicator. Life satisfaction has been defined as a “cognitive judgmental process in which individuals assess the quality of their lives on the basis of their own unique set of criteria” (Pavot & Diener, 1993, p. 164). It is one of three components of subjective well-being, a term which refers to one’s cognitive and affective assessment of his or her life (Diener, Oishi, & Lucas, 2009). Life satisfaction is considered to be more stable than the other two components of subjective well-being (e.g., positive affect and negative affect; Diener, Suh, Lucas, & Smith, 1999). High levels of life satisfaction are associated with increased positive outcomes in various domains. In the academic domain, high levels of life satisfaction are associated with increased academic self-efficacy (Suldo & Huebner, 2006), higher grade-point averages (GPAs), and better attitudes towards school (Gilman & Huebner, 2006). In the social domain, high levels of life satisfaction are associated with better relationships with one’s parents (Gilman & Huebner, 2006), increased emotional and social self-efficacy (Suldo & Huebner, 2006), and increased sociability (Diener & Diener, 1996). In terms of psychological functioning, high levels of life satisfaction are associated with higher self- esteem and levels of hope (Gilman & Huebner, 2006), better coping skills and increased 2

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provided invaluable guidance through every step of the process, from the initial conceptualization of Data entry. 68. Variable Construction . In the academic domain, high levels of life satisfaction are associated . psychopathology (Jensen, Burke, & Garfinkel, 1988; Kadesjö & Gillberg, 2001; Mira
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