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Cognitive and Motivational Processes Underlying ADHD and Early Academic Skills in Preschool Children

Title: Cognitive and Motivational Processes Underlying ADHD and Early Academic Skills in Preschool Children: Are the Processes Distinct?.

Inaccessible until Aug 31, 2021 due to copyright restrictions.

Name(s): Morris, Brittany M., author
Lonigan, Christopher J., professor directing thesis
Meyer, Alexandria, committee member
Kaschak, Michael P., committee member
Florida State University, degree granting institution
College of Arts and Sciences, degree granting college
Department of Psychology, degree granting department
Type of Resource: text
Genre: Text
Master Thesis
Issuance: monographic
Date Issued: 2019
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (67 pages)
Language(s): English
Abstract/Description: The dual-pathway model (Sonuga-Barke, 2002, 2003) proposes Attention-Deficit/Hyperactivity Disorder (ADHD) develops along two distinct but interrelated developmental pathways, a cognitive pathway of inhibitory control (IC) deficits and a delay-aversion pathway (i.e., hypersensitivity to delay). Studies suggest delay-of-gratification (DG) tasks tap both components of the dual-pathway model, and, therefore, it is unclear whether IC, DG, and delay-aversion tasks are measuring distinct constructs. The purpose of this study was to investigate the dimensionality of the constructs underlying the dual-pathway model and their differential impacts on ADHD symptomology and early academic skills in preschool-age children. Results of confirmatory factor analyses of data from 163 preschool children (49% female; mean age 55.42 months, SD = 8.42) indicated that measures of IC, DG, and delay-aversion were best conceptualized as two factors, rather than three distinct constructs. Specifically, IC and DG tasks were best represented as a single factor, and Delay-Aversion was a distinct factor. Although the IC + DG factor was significantly related to both teacher report of ADHD symptoms and early academic skills, the Delay-Aversion factor was not. In contrast to predictions based on the dual-pathway model, ADHD symptoms did not mediate the relation between the IC + DG factor and early academic skills. Overall, although results of this study indicate that delay-aversion tasks sufficiently reduce the influence of IC, the lack of association between delay-aversion and both ADHD symptomology and early academic skills makes it unclear what delay-aversion tasks are measuring. Taken together, this study highlights possible limitations in the applicability of the dual-pathway model, particularly in preschool-age populations.
Identifier: 2019_Summer_Morris_fsu_0071N_15300 (IID)
Submitted Note: A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science.
Degree Awarded: Summer Semester 2019.
Date of Defense: June 14, 2019.
Bibliography Note: Includes bibliographical references.
Advisory Committee: Christopher J. Lonigan, Professor Directing Thesis; Alexandria Meyer, Committee Member; Michael P. Kaschak, Committee Member.
Subject(s): Clinical psychology
Educational psychology
Persistent Link to This Record:
Host Institution: FSU

Choose the citation style.
Morris, B. M. (2019). Cognitive and Motivational Processes Underlying ADHD and Early Academic Skills in Preschool Children: Are the Processes Distinct? Retrieved from