{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86801"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86801","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"The Direct and Indirect Effects of School Climate on the School Completion of Students with ADHD","abstract":"M.A.","abstract_html":"M.A.","abstract_has_math":false,"creators":["Janikowski, Leah; 0000-0002-0952-2775"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Kim, Sunha","Counseling, School and Educational Psychology"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-25T23:22:53Z","date_published":"2025-02-25T23:22:53Z","updated_at":"2026-07-27T19:05:37Z","subjects":["educational psychology"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86801","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kim, Sunha","Counseling, School and Educational Psychology"]},{"key":"dc:creator","label":"Author","values":["Janikowski, Leah; 0000-0002-0952-2775"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-25T23:22:53Z","2020","2020-07-02 15:22:34"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86801"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["M.A.","This study examined the direct and indirect effects of school climate on the likelihood of students with ADHD graduating high school. Data from the High school Longitudinal Study of 2009 was used to answer the research questions. To examine both the indirect and direct effects, structural equation modeling was used. School climate had a significant direct effect on the likelihood of students with ADHD graduating high school. This effect was positive; students who attended a school with a more positive school climate were more likely to graduate. School climate also had a significant, positive indirect effect on graduation through math self-efficacy, school engagement, and math achievement. These findings suggest that school climate effects the likelihood of students with ADHD graduating through multiple paths.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Direct and Indirect Effects of School Climate on the School Completion of Students with ADHD"]}]}],"canonical_facts":{"dc:contributor":["Kim, Sunha","Counseling, School and Educational Psychology"],"dc:creator":["Janikowski, Leah; 0000-0002-0952-2775"],"dc:date":["2025-02-25T23:22:53Z","2020","2020-07-02 15:22:34"],"dc:description":["M.A.","This study examined the direct and indirect effects of school climate on the likelihood of students with ADHD graduating high school. Data from the High school Longitudinal Study of 2009 was used to answer the research questions. To examine both the indirect and direct effects, structural equation modeling was used. School climate had a significant direct effect on the likelihood of students with ADHD graduating high school. This effect was positive; students who attended a school with a more positive school climate were more likely to graduate. School climate also had a significant, positive indirect effect on graduation through math self-efficacy, school engagement, and math achievement. These findings suggest that school climate effects the likelihood of students with ADHD graduating through multiple paths.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86801"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["educational psychology"],"dc:title":["The Direct and Indirect Effects of School Climate on the School Completion of Students with ADHD"],"dc:type":["Text","Thesis"]},"updated_at":"2026-07-27T19:05:37Z"}