ADHD and college students: exploratory and confirmatory factor structures with student and parent data.
Exploratory factor analyses (EFAs) and confirmatory factor analyses (CFAs) were used to investigate the structure of the Student Report Inventory (SRI) and Parent Report Inventory (PRI) of the College Attention-Deficit/Hyperactivity Disorder (ADHD) Response Evaluation. The sample was composed of 1,080 college students and their parents and was stratified by ethnicity, gender, ability level, age, grade, region of residence, and psychoeducational classification status. Results varied according to the information source (self-report vs. parent). EFA uncovered and CFA confirmed 3 distinct and reliable dimensions for student reports: Inattention, Hyperactivity, and Impulsivity. By contrast, EFA and CFA uncovered a reliable 2-dimension structure for the parent-report data. Factor structures replicated across genders (3 factors for the SRI, and 2 factors for the PRI). Results are discussed in terms of the divergence of structures.
Glutting
Joseph J
JJ
School of Education.
Youngstrom
Eric A
EA
Department of Psychology.
Watkins
Marley W
MW
0000-0001-6352-7174
Department of Educational and School Psychology and Special Education.
D000293:Adolescent; D000328:Adult; D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology*; D003710:Demography; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D008297:Male; D010290:Parents / Q000523:psychology*; D013334:Students / Q000706:statistics & numerical data*; D011795:Surveys and Questionnaires; D014495:Universities