Inattention, Hyperactivity/Impulsivity, and Academic Performance in Reading and Mathematics: Exploring Academic Enablers as a Mediator

Autor/inn/en	Jenkins, Lyndsay N.; Ogg, Julia
Titel	Inattention, Hyperactivity/Impulsivity, and Academic Performance in Reading and Mathematics: Exploring Academic Enablers as a Mediator
Quelle	In: Contemporary School Psychology, 25 (2021) 2, S.219-229 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jenkins, Lyndsay N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-019-00249-w
Schlagwörter	Attention; Hyperactivity; Conceptual Tempo; Academic Achievement; Mathematics Achievement; Reading Achievement; Underachievement; Correlation; Student Behavior; Learner Engagement; Interpersonal Competence; Student Motivation; Study Skills; Grade 3; Grade 4; Grade 6 + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Hyperaktivität; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Performance deficiency; Leistungsschwäche; Korrelation; Student behaviour; Schülerverhalten; Interpersonale Kompetenz; Schulische Motivation; Studientechnik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	The goal of the current study was to investigate the role of academic enablers on the association between symptoms of inattention and hyperactivity/impulsivity and academic achievement. There were 395 3rd through 5th grade students (48% boys). Students self-rated behavioral symptoms and classroom teachers completed ratings of academic enablers. Achievement was modeled as a latent variable including CBM probes, teacher ratings of academic skills, and student grades. Results indicated that (a) inattention was negatively associated with academic enablers and academic performance, (b) inattention had a small negative direct and indirect association with math outcomes in most models, while hyperactivity/impulsivity demonstrated showed a small, negative indirect association in one model, (c) and inattention had a small negative indirect association with reading in three models; hyperactivity/impulsivity demonstrated a small indirect association with reading in one model. This study points to the role of academic enabling behaviors in partially explaining the association between inattention and academic underachievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01