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ERIC Number: ED556868
Record Type: Non-Journal
Publication Date: 2013
Pages: 89
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-0739-8
Academic Predictors and Characteristics of Self-Reported Juvenile Firesetting
Bowling, Carrie Howell
ProQuest LLC, Ph.D. Dissertation, University of Kentucky
The main purpose of this study was to address gaps in existing research by examining the relationship between academic performance and attention problems with juvenile firesetting. The other goal of this study was to determine the prevalence of firesetting in a large normative sample and identify if characteristics of firesetters in a non-clinical sample were consistent with those in clinical studies. Two datasets from the Achenbach System for Empirically Based Assessment (ASEBA) were used. The Factor Analysis Dataset (N = 975) was utilized to examine the two main research questions. Logistic regressions were run and results indicate that adolescents who report lower academic performance are more likely to set fires. Additionally, adolescents who report a poor attitude toward school such as skipping class and disobeying at school are even more likely to set fires. Logistic regressions were run to determine if attention problems predicted firesetting. Again, the findings indicate that attention problems and reported symptoms of Attention Deficit Hyperactivity Disorder are predictive of self-reported firesetting. The National Survey Dataset (N = 1158) was analyzed to determine the prevalence of firesetting in a normative sample and also examine whether these children report higher levels of internalizing and externalizing behavior problems. It was found that 4.5% of adolescents in the generalized sample reported firesetting. The results of t-tests indicate that firesetters reported more internalizing, externalizing and total problems than their non-firesetting peers. Even in the normative sample, firesetters were found to have lower academic performance and more attention problems when compared to adolescents reporting no firesetting behavior. Limitations of this study include the low overall number of firesetters in each dataset (Factor Analysis n = 123 and National Survey n = 53) and the inclusion of children who had been referred for services in the Factor Analysis Dataset. Future research may include exploring other characteristics of firesetters from the data available and also utilizing this data to assist with intervention and assessment of firesetting behavior. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A