TY  - JOUR
PY  - 2014//
TI  - General Education Development (GED®) Credential Attainment, Externalizing Disorders, and Substance Use Disorders in Disconnected Emerging Adults
JO  - Journal of research and practice for adult literacy, secondary, and basic education
A1  - Bergman, Andrea
A1  - Kong, Grace
A1  - Pope, Alice
SP  - 8
EP  - 20
VL  - 3
IS  - 2
N2  - 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. <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>
LA  - en
SN  - 2169-0480
UR  - http://dx.doi.org/
ID  - ref1
ER  -