@article{ref1,
title="General Education Development (GED®) Credential Attainment, Externalizing Disorders, and Substance Use Disorders in Disconnected Emerging Adults",
journal="Journal of research and practice for adult literacy, secondary, and basic education",
year="2014",
author="Bergman, Andrea and Kong, Grace and Pope, Alice",
volume="3",
number="2",
pages="8-20",
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 &quot;disconnected&quot; 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. <br><br>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).<p /><p>Language: en</p>",
language="en",
issn="2169-0480",
doi="",
url="http://dx.doi.org/"
}