The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms.

Autor/inn/en	Visser, Linda; Linkersdörfer, Janosch; Rothe, Josefine; Görgen, Ruth; Hasselhorn, Marcus; Schulte-Körne, Gerd
Titel	The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms.
Quelle	In: Research in developmental disabilities, 97 (2020) Art. 103552Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.25656/01:19006 10.1016/j.ridd.2019.103552
URN	urn:nbn:de:0111-pedocs-190064
Schlagwörter	Angst; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Depression; Schulleistung
Abstract	Background: Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. Aims: The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). Methods and Procedures: We used linear regressions based on data from a general population sample (N= 3,014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. Outcomes and Results: ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. Conclusions and Implications: ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3