Research Spotlight: Ashley Major
MA Candidate
Department of Human Development and Applied Psychology
QUESTIONS
1. Do students with ADHD differ from students without ADHD in terms of their self-efficacy for learning beliefs?
2. Do male and female youth with ADHD differ in their self-efficacy for learning beliefs?
3. Is self-efficacy for learning related to achievement in youth with and without ADHD
RESEARCH
My research involves an exploration of the self perceptions of adolescents with attention deficit/hyperactivity disorder (ADHD). Specifically, I am looking at the self-efficacy for learning beliefs of youth with and without ADHD and whether self-efficacy beliefs predict academic achievement above and beyond factors such as intelligence, working memory, and attention. Self-efficacy for learning refers to beliefs about one’s ability to self-regulate learning effectively. Self-regulated learning involves processes such as: goal setting; monitoring progress; strategy use; and, self-evaluation. Previous research has found that self-efficacy for learning is one of the strongest predictors of academic success and it contributes to a continued participation in life-long learning. Therefore, I feel that it is important to examine the self-efficacy for learning beliefs of youth with ADHD because these students often underachieve in school.
Ashley works with Featured Research Celebration Professor Rhonda Martinussen
I feel fortunate to have a supervisor who encourages growth, supports change, and models both research and mentorship skills that I one day hope to achieve.\
Why OISE?
Being at OISE has allowed me to be a part of the only psychology program in Canada that places an equal emphasis on school and clinical psychology.