Citation

Bergman A, Kong G, Pope A. J. Res. Pract. Adult Literacy Second. Basic Educ. 2014; 3(2): 8-20.

Copyright

(Copyright © 2014)

DOI

unavailable

PMID

unavailable

Abstract

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).

Language: en