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Date of Award

2018

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Educational and School Psychology

First Advisor

Justin Low

First Committee Member

Amy Scott Brown

Second Committee Member

Linda Webster

Third Committee Member

Christina Siller

Abstract

The current study explored the relation between sustained attention and the social skills of assertion, cooperation, self-control, and peer competence and whether sex moderated this relation. Data from the National Institute of Child Health and Development – Study of Early Child Care and Youth Development were analyzed. Structural equation models were used to test the possibility of sex as a moderator for each relation. Results suggest sex moderates the relation between sustained attention and assertion skills. Additionally, results suggest sex moderates the relation between sustained attention and cooperation skills. However, results suggest sex did not moderate the relation between sustained attention and self-control and also suggest sex did not moderate the relations between sustained attention and peer competence. Such relations emphasize the importance of understanding social outcomes for children who struggle with attention and should be utilized by educators, parents, and families to ensure social success for children with attention problems.

Pages

39

Available for download on Wednesday, June 05, 2019

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Education Commons

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