Protective Factors For Emerging Adults With Subclinical Adhd

172 Pages·2013·0.95 MB·English

by  Olivia Allison Mcgarragle

Wayne State University
DigitalCommons@WayneState
Wayne State University Dissertations
1-1-2013
Protective Factors For Emerging Adults With
Subclinical Adhd
Olivia Allison Mcgarragle
Wayne State University,
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Recommended Citation
Mcgarragle, Olivia Allison, "Protective Factors For Emerging Adults With Subclinical Adhd" (2013).Wayne State University
Dissertations.Paper 671.
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PROTECTIVE FACTORS FOR EMERGING ADULTS WITH SUBCLINICAL ADHD

by

OLIVIA A. McGARRAGLE

DISSERTATION

Submitted to the Graduate School

of Wayne State University,

Detroit, Michigan

in partial fulfillment of the requirements

for the degree of

DOCTOR OF PHILOSOPHY

2013

MAJOR: EDUCATIONAL PSYCHOLOGY

Approved by:

________________________________________
Advisor Date

________________________________________

________________________________________

________________________________________
DEDICATION
I dedicate this work to my Dad, the late Maurice McGarragle M.D.
You have been and will continue to be my inspiration.

ii
ACKNOWLEDGEMENTS
I would like to first thank my Dissertation Chair Dr. Stephen Hillman, for his ongoing guidance and
encouragement, and for believing in this study. I am grateful to each of my committee members. I am
grateful to Majorie Beeghly PhD. for creating a learning environment of enthusiasm and discussion. I thank
Dr. Jina Yoon for her support and insight into study design. I want to thank Dr. Allan Hoffman, for his
advice regarding study instruments and for his guidance during my clinical training in particular.

I would like to extend warm thanks to June Cline, for her invaluable insight and expertise with statistical
analyses and study design.

I am grateful to my employer Dr. David Rosenberg for the opportunity to have continued my studies as well
as gain rich clinical and research experience.

I am grateful to all my family and friends for their support and encouragement especially to my sisters
Torrie and Laine, and to my Uncle Gerard McGarragle MD.

I would like to thank my Mom Glenda McGarragle for her love and support, for showing me early in life the
‘joy in the journey’ of education, and for always having high expectations for me.

I thank my Dad for sharing with me a love of people watching, for instilling in me motivation and a sense of
possibility in life. I am thankful for his love and confidence in me.

Finally I thank my husband Andrew Jackson for his love, calm support, and for challenging me to meet my
potential. I am blessed to have his positive presence throughout this journey.

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TABLE OF CONTENTS

Dedication……………………………………………………………………………………………………………..ii

Acknowledgements………………………………………………………………………………………………….iii

List of Tables………………………………………………………………………………………………………..vii

Chapter 1: Introduction……………………………………………………………………………………………...1

Adult ADHD…………………………………………………………………………………………………1

Subclinical ADHD………………………………………………………………………………………….2

Subclinical ADHD and Emerging Adulthood……………………………………………………………3

Subclinical ADHD and academic performance relationship…………………………………………..5

Protective Factors…………………………………………………………………………………….......6

Interpersonal Skills………………………………………………………………………………………...7

Study Skills……………………………………………………………………………………….8

Presence of a Mentor……………………………………………………………………………9

Present Study…………………………………………………………………………………………….10

Chapter 2: Literature Review…………………………………………………………………………………….11

ADHD Prevalence and Impairment…………………………………………………………………….11

Subclinical ADHD………………………………………………………………………………………..19

Subclinical ADHD and Academic functioning of Emerging Adults…………………………………29

Protective Factor Model…………………………………………………………………………………32

Interpersonal Skills…………………………………………………………………………….34

Presence of a Mentor………………………………………………………………………….36

Study Skills……………………………………………………………………………………..39

Significance of the Study………………………………………………………………………………..41

Chapter 3: Method………………………………………………………………………………………………….42
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Participants………………………………………………………………………………………………..42

Recruitment……………………………………………………………………………………………….43

Assessment Instruments………………………………………………………………………………..44

Procedure………………………………………………………………………………………………....58

Hypotheses……………………………………………………………………………………………….59

Design and Data Analysis……………………………………………………………………………….61

Chapter 4: Results…………………………………………………………………………………………………66

Descriptive Statistics of Participants…………………………………………………………………..67

Descriptive Statistics of Scales Variables……………………………………………………………..73
,
Research Questions and Hypotheses…………………………………………………………………75

Question 1……………………………………………………………………………………….75

Question 2……………………………………………………………………………………….78

Question 3……………………………………………………………………………………….79

Question 4……………………………………………………………………………………….85

Question 5……………………………………………………………………………………….88

Questions 6………………………………………………………………………………………95

Chapter 5: Discussion……………………………………………………………………………………………..97

Findings and Implications……………………………………………………………………………….98

Nature of the population and findings………………………………………………………………..106

Significance of Findings……………………………………………………………………………….112

Wider Implications and Applications………………………………………………………………….115

Limitations……………………………………………………………………………………………….116

Future Research Directions……………………………………………………………………………117

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Appendix A: Demographics Questionnaire……………………………………………………………………121

Appendix B: Interpersonal Competence Questionnaire (ICQ)………………………………………………125

Appendix C: Motivated Strategies for Learning Questionnaire (MSLQ)……………………………………133

Appendix D: The ADHD Rating Scale………………………………………………………………………….142

References………………………………………………………………………………………………………..143

Abstract……………………………………………………………………………………………………………163

Autobiographical Statement………………………………………………………………………………………………165

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LIST OF TABLES

Table 1: Statistical Analyses……………………………………………………………………………………...62

Table 2: Descriptive Statistics: ADHD Symptoms…………………………………………………………….67
Table 3: Crosstabulations: Gender by Group…………………………………………………………………..68
Table 4: Crosstabulations: College and Work Variables……………………………………………………...69
Table 5: Descriptive Statistics: Self-reported Grade Point Averages by Group…………………………….71
Table 6: Crosstabulations: Presence or History of a Mentor by Group………………………………………72
Table 7: Descriptive Statistics: Scaled Variables – Baseline………………………………………………….74

Table 8: Multivariate Analysis of Variance – Self-Reported Academic Achievement by ADHD Level
and Gender……………………………………………………………………………………….………76

Table 9: Between Subjects Effects – Self-reported Academic Achievement by ADHD Level…………….77
Table 10: Descriptive Statistics – Self-reported Academic Achievement by ADHD Level and Gender…..77
Table 11: Pearson Product Moment Correlations – Self-reported Academic Achievement and ADHD
Scores………………………………………………………………………………………………….....78

Table 12: One-way Analysis of Variance: Study Skills by ADHD Level………………………………………80
Table 13: One-way Multivariate Analysis of Variance: Study Skills by ADHD Level……………………….80
Table 14: One-Way ANOVAs: Study Skills by ADHD Level…………………………………………………..81

Table 15: Descriptive Statistics: Study Skills by ADHD Level…………………………………………………………...82

Table 16: One-way Analysis of Variance: Interpersonal Skills by ADHD Level…………………………….83
Table 17: Descriptive Statistics: Interpersonal Skills by ADHD Level………………………………………..84
Table 18: Cross tabulations: Presence or History of a Mentor by Group…………………………………..…84
Table 19: Pearson Product Moment Correlations – Study Variables………………………………………………..…85

Table 20: Stepwise Multiple Linear Regression Analysis: Self-reported Cumulative Grade
Point Average...………………………………………... ……………………………………..............86

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Table 21: Stepwise Multiple Linear Regression Analysis: Self-reported Course Grade Point Average……87

Table 22: Pearson Product Moment Correlations – Study Variables………………………………………….89

Table 23: Stepwise Multiple Linear Regression Analysis: Self-reported Cumulative Academic
Performance (Total Score for Study Skills)………… ………………………………………………..90

Table 24: Stepwise Multiple Linear Regression Analysis: Self-reported Cumulative Academic
Performance (Subscale Scores for Study Skills)… ………………………………………………...91

Table 25: Stepwise Multiple Linear Regression Analysis: Self-reported Course Grades (Total Score
For Study Skills)……………………………….……………………………………………………….93

Table 26: Stepwise Multiple Linear Regression Analysis: Self-reported Course Grades
(Subscale Scores for Study Skills)…… ………………………………………………………………94

Table 27: Moderation Analysis – Study Skills as the Predictor Variable……………………………………………....95

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1

Protective Factors for Emerging adults with subclinical ADHD
I. INTRODUCTION
Subclinical Attention Deficit Hyperactivity Disorder (ADHD) symptoms are newly recognized as a
significant problem for many emerging adults. Subclinical ADHD refers to inattentive and/or hyperactive
symptoms which cause impairment but fail to meet current DSM-IV criteria for diagnosis. Adult ADHD
literature began to focus on subclinical participants when these individuals were identified in studies; and
were shown to experience similar impairment to their cohorts diagnosed with the disorder.

Adult ADHD
Impairment experienced by adult individuals with ADHD is well documented. Studies of adult
ADHD in the past 2 decades have focused on exploring what types of functioning are affected by this
condition. Adult ADHD patients were found to be at increased risk to abuse substances, and to fail to use
effective contraception (Rowland, Lesesne, & Abramowitz, 2002). Additionally, higher rates of motor
vehicle accidents, unemployment and divorce were found in this group (Barkley, Guevremont,
Anatopoulos, DuPaul & Shelton, 1993; Kessler et al., 2006). Of significant concern is the undiagnosed
and untreated adult ADHD patient. Many experts report that a comorbid mental illness is highly likely in
undetected adult ADHD patients, ranging from Dysthmic Disorder, Generalized Anxiety disorder, to
substance abuse and conduct problems (Kessler et al., 2006; Shekim, Asarnow, Hess, Zaucha &
Wheeler, 1990). The consequences of untreated adult ADHD for individuals and society are apparent.
Adult ADHD was found to affect a significant proportion of the population with prevalence rates of
4.4%, in the United States as of 2006 (Kessler et al., 2006). As well, this condition was found to cause
significant impairment in multiple domains of functioning.