Explanatory style and college students with ADHD and LD.

Full Abstract

OBJECTIVE: This study uses the Attribution Style Questionnaire (ASQ) to measure the causal thinking of 42 college students with diagnosed language-based learning disabilities (LD), ADHD, or co-occurring ADHD and LD. Attribution style, or explanatory style, is a term used to describe the tendencies of individuals to think that the causes of meaningful events are internal or external, global or specific, and stable or unstable. METHOD: No significant differences in explanatory styles are found among the three subgroups. The study also investigates whether there is a relationship between explanatory style and grades. RESULTS: Significant positive correlations are found between ASQ scores and grade point averages for the subgroup with co-occurring ADHD and LD and for the three subgroups combined. CONCLUSION: These findings are significant because they continue to clarify factors related to the postsecondary success of students with LD and attention deficit disorders.

Author information

Author/s: Shmulsky, Solvegi (S); Gobbo, Ken (K);

Affiliation: Department of Psychology, Landmark College, Putney, VT 05346, USA. sshmulsky(-atsign-)landmark.edu

Journal and publication information

Publication Type: Journal Article; Research Support, U.S. Gov't, Non-P.H.S.

Journal: Journal of attention disorders (J Atten Disord), published in Canada. (Language: eng)

Reference: 2007-Feb; vol 10 (issue 3) : pp 299-305

Dates: Created 2007/01/23; Completed 2007/05/02;

PMID: 17242425, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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