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- All Subjects: Anxiety
- Creators: Sanford School of Social and Family Dynamics
- Creators: Corbin, William
- Resource Type: Text
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
Honors colleges are recognizing the need for diversity in their student populations and are taking steps toward that end. However, disabled students are still underrepresented in honors collegiate student bodies. Through a series of open-ended questions posed to thirty-five students enrolled in Barrett, the Honors College at Arizona State University, this study will examine how experiences with family, school personnel, and peers during their grade school (K-12) years effect a student’s choice to enroll in an honors college. This study will briefly explore how the intersection of factors such as race/ethnicity, sex, gender, and disability impacted these experiences. Finally, implications for collegiate honors programs and for grade school teachers and the families of children with disabilities will be discussed. Areas for future research will be considered.
ADHD is a neurodevelopmental disorder associated with a high rate of comorbidity with anxiety disorders (25-34%). Children with ADHD experience serious adverse outcomes secondary to impairment in executive function, particularly within the domain of working memory (WM), behavioral inhibition (BI), and sustained attention (SA). While executive function deficits in ADHD are well documented, whether and how comorbid anxiety affects cognitive performance are equivocal. One potential explanation is that most studies examine linear relations, yet evidence suggests that anxiety affects performance in a non-linear (quadratic) manner, consistent with the the Yerkes-Dodson Law. The aim of this study was to investigate whether 1) children with ADHD show deficits in WM, BI, and SA relative to typically developing children, 2) comorbid anxiety displays a linear or nonlinear relationship with WM, BI, and SA performance among children with ADHD and 3) between group differences in cognitive performance vary based on levels of anxiety. Linear and non-linear relations between anxiety and cognitive performance were assessed in a sample of 54 boys diagnosed with ADHD and 50 typically developing boys. Anxiety was assessed across dimensions and raters. Results indicate rater and domain-specific effects of comorbid anxiety on cognitive performance. Non-linear relations between children’s self-rated physiological anxiety and Phonological working memory (PHWM), Visuospatial working memory (VSWM), and the Central Executive (CE) were found. Non-linear relations between parent-rated anxiety and PHWM and the CE were also found. However, no significant linear or non-linear effects of anxiety on BI and SA were found. The results indicate that children with moderate self-rated and parent-rated anxiety performed better on WM measures relative to those with low and high levels of self-rated and parent-rated anxiety. The present study was the first to examine and document non-linear effects of anxiety on cognitive performance among children diagnosed with ADHD. Given the results, clinicians should continue to assess anxiety during diagnostic screening in ADHD samples. Treatments should focus on compensating for CE abilities and mitigating high levels of anxiety as it may further impair WM.