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ERIC Number: EJ1045494
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2169-0480
General Education Development (GED®) Credential Attainment, Externalizing Disorders, and Substance Use Disorders in Disconnected Emerging Adults
Bergman, Andrea; Kong, Grace; Pope, Alice
Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, v3 n2 p8-20 Sum 2014
There are many benefits for emerging adults, both financial and personal, in obtaining a General Education Development (GED®) credential (Ou, 2008). However, little is known about the correlates of GED® credential attainment in "disconnected" emerging adults attending GED® programs. Our goal was to examine whether externalizing disorders, including attention-deficit hyperactivity disorder, substance use disorders, and antisocial personality disorder, predicted GED® credential attainment in a sample of 109 emerging adults attending a GED® program. Included in the analysis was age, ethnicity, gender, and measures of both verbal and non-verbal intelligence. Results of logistic regression analysis indicated that verbal IQ was predictive of GED® credential attainment. These results are consistent with previous literature linking childhood IQ and educational achievement (Fergusson, Horwood, & Ridder, 2005b).
Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Publication Type: Journal Articles; Reports - Research
Education Level: High School Equivalency Programs; High Schools; Adult Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Conners Teacher Rating Scale; Kaufman Brief Intelligence Test