Psychology

Permanent URI for this communityhttp://hdl.handle.net/1903/2270

Browse

Filters

2006 - 20082

Settings

Subject: search.filters.subject.College Students

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    RISKY BEHAVIOR IN COLLEGE STUDENTS WITH ADHD
    (2008) Rooney, Mary; Chronis-Tuscano, Andrea M; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Individuals with attention-deficit/hyperactivity disorder (ADHD) are more likely to engage in risky behavior across the lifespan than those without ADHD. College represents an important developmental phase during which the initiation and escalation of heavy drinking set the stage for lifelong difficulties with alcohol and other drugs (Maggs, 1997). The present study examined patterns of alcohol use, illicit drug use, risky sexual behavior, and risky driving behaviors among 39 college students with ADHD and 60 college students without ADHD. Results suggested that among college students, ADHD, CD, and their comorbidity were differentially associated with patterns of risky behavior. Results from the present study largely support the overarching view that individuals with ADHD engage in higher rates of risky behavior; however, specific findings were at times inconsistent with the existing literature on young adults with ADHD. Further research is needed to examine moderators of the association between ADHD and risky behavior.
  • Thumbnail Image
    Item
    The Relation of Self Variables to Transfer Student Success as measured by Academic, Psychological, and Career Functioning
    (2006-04-17) Ling, Thomson Joseph; O'Brien, Karen M; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Research has suggested that transfer students experience difficulty in many domains however limited research has examined the variables associated with transfer student success. The present study examined transfer student success using a sample of first-year transfer students at a large mid-Atlantic university. Independent variables examined were academic self-efficacy, career self-efficacy, and sense of belonging/social integration. Transfer student success was assessed through academic performance, psychological functioning, and career functioning. Using canonical correlation, two patterns of associations were found to explain transfer student functioning in a new institution. Implications of these two patterns of associations are discussed.