자료유형  

 학위논문

Control Number  

0017163626

International Standard Book Number  

9798384449829

Dewey Decimal Classification Number  

150

Main Entry-Personal Name  

Henry, Laura Nicole.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of California, Berkeley., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

46 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

General Note  

Advisor: Hinshaw, Stephen P.

Dissertation Note  

Thesis (Ph.D.)--University of California, Berkeley, 2024.

Summary, Etc.  

요약Among girls with ADHD, difficulties in math achievement are well-established (e.g., Hinshaw, 2002), but the long-term implications of such difficulties are unclear. Research on the topic is important because (a) research on girls with ADHD still lags behind research on males (Hinshaw et al., 2022), and (b) girls with ADHD face barriers to advancement in mathematics both from gender (e.g., Else-Quest et al., 2010), and neurodevelopmental disability status (e.g., Loe & Feldman, 2007). Math difficulties in childhood and beyond could well affect several areas of adult daily life, such as financial management, involvement in Science, Technology, Engineering, Mathematics (STEM), measuring household objects/materials, and emotional reactions to math. To investigate this possibility, I characterized potentially math-related adult outcomes in women with ADHD from the Berkeley Girls with ADHD Longitudinal Study (BGALS). This study followed a diverse sample of girls with ADHD and an age/ethnicity matched comparison sample (228 total) from ages 6-12 until their very late 20's to early 30's across five evaluation waves. First, I examined adult daily life quantitative functioning, including a range of skills such as calculating change from a cash purchase and multiplying a recipe for cooking, measured via a novel "daily life math questionnaire." Second, I examined STEM college major and career outcomes. Third, I investigated women's feelings about math measured via computational text analysis of participants' written qualitative descriptions. I also examined math test scores across development as predictors of these outcomes as well as global adult functioning. Results of an exploratory factor analysis of the novel daily life math questionnaire revealed two factors: (1) "Daily Life Calculations," reflecting several daily life math skills such as calculating a tip at a restaurant and calculating distance/time/cost of travel; and (2) "Understanding Time," reflecting the ability to determine the amount of time that will pass between events as well as time management. Women with histories of ADHD were more likely than comparison girls to exhibit difficulties with understanding time, pursued fewer STEM majors, and described more "hatred" toward math. Childhood math test scores predicted adult daily life calculation skills and global functioning. Women with childhood math scores at least one standard deviation below the mean were much more likely to describe a range of negative emotions when talking about math compared to women who had higher math test scores in childhood. These results may inform efforts to improve adult daily life quantitative functioning, increase neurodiversity in STEM, and reduce negative feelings about math among girls/women with histories of ADHD and/or math difficulties. Such efforts might include school-based educational practices, such as teaching math skills relevant to daily life quantitative tasks (e.g., Ozkale & Aprea, 2023; Patton et al., 1997), supporting the emotional component of math learning/achievement (e.g., Ramirez, 2018), and early support for STEM interest/involvement (e.g., Sainz et al., 2022).

Subject Added Entry-Topical Term  

Psychology.

Subject Added Entry-Topical Term  

Experimental psychology.

Subject Added Entry-Topical Term  

Educational psychology.

Subject Added Entry-Topical Term  

Developmental psychology.

Subject Added Entry-Topical Term  

Clinical psychology.

Index Term-Uncontrolled  

Neurodiversity

Index Term-Uncontrolled  

Negative emotions

Index Term-Uncontrolled  

Emotional component

Index Term-Uncontrolled  

Math skills

Added Entry-Corporate Name  

University of California, Berkeley Psychology

Host Item Entry  

Dissertations Abstracts International. 86-03A.

Electronic Location and Access  

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Control Number  

joongbu:657881