Inattention, Hyperactivity/Impulsivity, and Academic Competence: Findings from Three Cohorts

Autor/inn/en	Tan, Tony Xing; Liu, Yanhong; Damjanovic, Victoria; Ledford, Elyse; Li, Gen; Li, Yanzheng
Titel	Inattention, Hyperactivity/Impulsivity, and Academic Competence: Findings from Three Cohorts
Quelle	In: British Journal of Educational Psychology, 92 (2022) 1, S.82-104 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12439
Schlagwörter	Attention Deficit Hyperactivity Disorder; Conceptual Tempo; Student Behavior; Academic Ability; Preschool Children; Preschool Education; Grade 1; Elementary School Students; High School Students; Parents; School Readiness; Academic Achievement; Foreign Countries; China + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Eltern; Readiness for school; School ability; Schulreife; Schulleistung; Ausland
Abstract	Background: Attention-deficit hyperactivity disorder (ADHD) is a risk for learning. Because ADHD commonly includes behaviours of inattention and behaviours of hyperactivity/impulsivity, how the two types of behaviours independently affect children's academic competence remains poorly understood. Aims: To investigate the impact of behaviours of inattention and behaviours of hyperactivity/impulsivity on Chinese students' academic competence. Samples: Parents of 167 preschoolers (Cohort 1), parents of 313 first graders (Cohort 2), and 1,003 high school students (Cohort 3). Methods: The ADHD-RS-IV Preschool version (Cohort 1), ADHD-RS-IV Home version (Cohort 2), and BASC-SRP (Cohort 3) were used to measure behaviours of inattention and hyperactivity/impulsivity. Academic competence was operationalized as school readiness (Cohort 1), math and language arts scores at two time points provided by school (Cohort 2), and self-reported academic performance (Cohort 3). Multiple regressions were performed to investigate the relationship between academic performance and behaviours of inattention alone (Step 1), and behaviours of hyperactivity/impulsivity alone (Step 2), and behaviours of inattention together with behaviours of hyperactivity/impulsivity (Step 3). Results: For each cohort, both types of behaviours were negatively correlated with academic competence. However, regression analyses showed that in Step 3, behaviours of hyperactivity/impulsivity either failed to predict academic competence or predicted better academic competence. Overall, behaviours of inattention alone accounted for a similar amount of variance in academic competence as did behaviours of inattention and hyperactivity/impulsivity combined. Conclusions: Behaviours of inattention presented a risk for academic competence but the effect of behaviours of hyperactivity/impulsivity varied. Implications for instructional strategies for behaviours of inattention were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01