First Advisor

Lisa Marriott

Date of Award

6-14-2019

Document Type

Thesis

Degree Name

Bachelor of Science (B.S.) in Psychology and University Honors

Department

Psychology

Language

English

Subjects

Scientific ability, Attention-deficit hyperactivity disorder, Middle school students -- Attitudes, Impulse control disorders in children, Science--Study and teaching (Middle school) -- United States

DOI

10.15760/honors.796

Abstract

Impulsivity has been negatively associated with students’ beliefs in their abilities in science (e.g., science self-efficacy). Impulsivity and risk tasking are known to be characteristics of Attention Deficit Hyperactivity Disorder (ADHD), but it is unknown whether science self-efficacy is altered in students exhibiting ADHD symptomology. STEM beliefs (i.e. science, technology, engineering, and math) were hypothesized to be more challenging for impulsive and risky students who exhibited symptoms of ADHD, since that the fields require the practice of repetitive tasks and coordinated attention to task performance. Impulsivity, ADHD symptomology, and risk taking behavior were assessed in a cross-sectional sample of 612 middle school students in grades six through eight. Results show that impulsivity and risk tasking affect a wide proportion of students, not limited to students with ADHD symptomology, though ADHD total scores and risk taking behavior were negatively associated with students’ beliefs in their science abilities. The relationship between these factors across gender and underrepresented minority groups were explored.

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Persistent Identifier

https://archives.pdx.edu/ds/psu/29149

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