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The role of executive function in the academic achievement of young adults with childhood maltreatment histories.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The role of executive function in the academic achievement of young adults with childhood maltreatment histories./
作者:	Spitalewitz, Cara R.
面頁冊數:	1 online resource (136 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: B.
標題:	Clinical psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781339856056

The role of executive function in the academic achievement of young adults with childhood maltreatment histories.
Spitalewitz, Cara R.

The role of executive function in the academic achievement of young adults with childhood maltreatment histories. - 1 online resource (136 pages)

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: B.

Thesis (Ph.D.)--Long Island University, The Brooklyn Center, 2016.

Includes bibliographical references

The purpose of this study was to investigate the relationship between childhood maltreatment history, executive function, and academic achievement in young adulthood. In particular, it was hypothesized that there would be a negative relationship between childhood maltreatment history and adult academic achievement, and that this relationship would be partially accounted for by underlying deficits in executive function. The sample consisted of 105 racially and ethnically diverse men (n = 28) and women (n = 77) ages 18 to 25 recruited from a large, urban university. The entire sample completed a self-report questionnaire assessing childhood maltreatment that occurred before age 18, four measures of executive function designed to measure inhibition, updating of working memory, and shifting, and a standardized measure of academic achievement assessing skills in reading, spelling, and mathematics. Partial correlations and hierarchical multiple regressions were used to examine the relationship between childhood maltreatment, executive function, and academic achievement, controlling for significant covariates. Findings did not support the hypothesis that childhood maltreatment is negatively related to executive function and academic achievement in young adulthood, or that executive function moderates the relationship. However, in exploratory analyses, there was a significant negative relationship between emotional abuse and a word reading task designed to measure phonological awareness and decoding. In addition, this study is among the first to establish a relationship between executive function and academic achievement in college students, independent of maltreatment status. Although the relationship between childhood maltreatment and poor neuropsychological and academic outcomes did not hold in this college sample, results provide preliminary support for the utility of executive function interventions in underachieving college samples more generally.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339856056Subjects--Topical Terms:

649607
Clinical psychology.
Index Terms--Genre/Form:

554714
Electronic books.

The role of executive function in the academic achievement of young adults with childhood maltreatment histories.
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500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: B.
500 $a Adviser: Elizabeth Kudadjie-Gyamfi.
502 $a Thesis (Ph.D.)--Long Island University, The Brooklyn Center, 2016.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate the relationship between childhood maltreatment history, executive function, and academic achievement in young adulthood. In particular, it was hypothesized that there would be a negative relationship between childhood maltreatment history and adult academic achievement, and that this relationship would be partially accounted for by underlying deficits in executive function. The sample consisted of 105 racially and ethnically diverse men (n = 28) and women (n = 77) ages 18 to 25 recruited from a large, urban university. The entire sample completed a self-report questionnaire assessing childhood maltreatment that occurred before age 18, four measures of executive function designed to measure inhibition, updating of working memory, and shifting, and a standardized measure of academic achievement assessing skills in reading, spelling, and mathematics. Partial correlations and hierarchical multiple regressions were used to examine the relationship between childhood maltreatment, executive function, and academic achievement, controlling for significant covariates. Findings did not support the hypothesis that childhood maltreatment is negatively related to executive function and academic achievement in young adulthood, or that executive function moderates the relationship. However, in exploratory analyses, there was a significant negative relationship between emotional abuse and a word reading task designed to measure phonological awareness and decoding. In addition, this study is among the first to establish a relationship between executive function and academic achievement in college students, independent of maltreatment status. Although the relationship between childhood maltreatment and poor neuropsychological and academic outcomes did not hold in this college sample, results provide preliminary support for the utility of executive function interventions in underachieving college samples more generally.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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710 2 $a Long Island University, The Brooklyn Center. $3 1180976
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