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Détail de l'auteur
Auteur George FARKAS |
Documents disponibles écrits par cet auteur (2)
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High School Math and Motivation for autistic students / Michael COOPER in Journal of Autism and Developmental Disorders, 53-7 (July 2023)
[article]
Titre : High School Math and Motivation for autistic students Type de document : Texte imprimé et/ou numérique Auteurs : Michael COOPER, Auteur ; George FARKAS, Auteur Article en page(s) : p.2717-2727 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Analyzing data from students in the NCES High School Longitudinal Study dataset, we drew upon expectancy-value theory to examine the role of student motivation (measured by self-efficacy, identity, utility, and interest), as mediators between 9th grade math test scores and final math GPA for autistic students. In predicting final high school math GPA, math identity was the strongest predictor for autistic students with above average test scores. Findings for autistic students contrast with results for non-autistic students whose final math GPA is strongly predicted by the direct effects of 9th grade test scores. These results suggest that seeing oneself as a "math person" may be particularly influential for autistic students with higher 9th grade math performance. En ligne : https://doi.org/10.1007/s10803-022-05522-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508
in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2717-2727[article] High School Math and Motivation for autistic students [Texte imprimé et/ou numérique] / Michael COOPER, Auteur ; George FARKAS, Auteur . - p.2717-2727.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2717-2727
Index. décimale : PER Périodiques Résumé : Analyzing data from students in the NCES High School Longitudinal Study dataset, we drew upon expectancy-value theory to examine the role of student motivation (measured by self-efficacy, identity, utility, and interest), as mediators between 9th grade math test scores and final math GPA for autistic students. In predicting final high school math GPA, math identity was the strongest predictor for autistic students with above average test scores. Findings for autistic students contrast with results for non-autistic students whose final math GPA is strongly predicted by the direct effects of 9th grade test scores. These results suggest that seeing oneself as a "math person" may be particularly influential for autistic students with higher 9th grade math performance. En ligne : https://doi.org/10.1007/s10803-022-05522-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 Racial/ethnic disparities in ADHD diagnosis by kindergarten entry / Paul L. MORGAN in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)
[article]
Titre : Racial/ethnic disparities in ADHD diagnosis by kindergarten entry Type de document : Texte imprimé et/ou numérique Auteurs : Paul L. MORGAN, Auteur ; Marianne M. HILLEMEIER, Auteur ; George FARKAS, Auteur ; Steve MACZUGA, Auteur Article en page(s) : p.905-913 Langues : Anglais (eng) Mots-clés : ADHD racial/ethnic minorities disparities diagnosis preschool Index. décimale : PER Périodiques Résumé : Background Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur by kindergarten entry is currently unknown. We investigated risk factors associated with an ADHD diagnosis by kindergarten entry generally, and specifically whether racial/ethnic disparities in ADHD diagnosis occur by this very early time period. Methods Secondary analysis of data from children enrolled in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a large, nationally representative cohort of US children born in 2001. Data include information from birth certificates, parent and teacher questionnaires, and in-person developmental assessments conducted with children at intervals from 9 months through kindergarten entry. The analytic sample included children enrolled in the ECLS-B at the 60-month assessment (N = 6,550). Results Black children in the United States were 70% (1 – OR of .30) less likely to receive an ADHD diagnosis than otherwise similar White children. Hispanic children initially appeared to be underdiagnosed for ADHD. However, their disparity with Whites became statistically nonsignificant after controlling for whether a language other than English was primarily spoken in the home. Analyses of kindergarten teacher-reported classroom behavior indicated that neither Black nor Hispanic children displayed less frequent ADHD-related behaviors than Whites. Conclusions Although they are not less likely to display ADHD-related behaviors, children who are Black or being raised in households where non-English is primarily spoken are less likely than otherwise similar White children to be diagnosed with ADHD in the US. En ligne : http://dx.doi.org/10.1111/jcpp.12204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237
in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.905-913[article] Racial/ethnic disparities in ADHD diagnosis by kindergarten entry [Texte imprimé et/ou numérique] / Paul L. MORGAN, Auteur ; Marianne M. HILLEMEIER, Auteur ; George FARKAS, Auteur ; Steve MACZUGA, Auteur . - p.905-913.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.905-913
Mots-clés : ADHD racial/ethnic minorities disparities diagnosis preschool Index. décimale : PER Périodiques Résumé : Background Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur by kindergarten entry is currently unknown. We investigated risk factors associated with an ADHD diagnosis by kindergarten entry generally, and specifically whether racial/ethnic disparities in ADHD diagnosis occur by this very early time period. Methods Secondary analysis of data from children enrolled in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a large, nationally representative cohort of US children born in 2001. Data include information from birth certificates, parent and teacher questionnaires, and in-person developmental assessments conducted with children at intervals from 9 months through kindergarten entry. The analytic sample included children enrolled in the ECLS-B at the 60-month assessment (N = 6,550). Results Black children in the United States were 70% (1 – OR of .30) less likely to receive an ADHD diagnosis than otherwise similar White children. Hispanic children initially appeared to be underdiagnosed for ADHD. However, their disparity with Whites became statistically nonsignificant after controlling for whether a language other than English was primarily spoken in the home. Analyses of kindergarten teacher-reported classroom behavior indicated that neither Black nor Hispanic children displayed less frequent ADHD-related behaviors than Whites. Conclusions Although they are not less likely to display ADHD-related behaviors, children who are Black or being raised in households where non-English is primarily spoken are less likely than otherwise similar White children to be diagnosed with ADHD in the US. En ligne : http://dx.doi.org/10.1111/jcpp.12204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237