Paths to Postsecondary Education Enrollment among Adolescents with and without Childhood Attention-Deficit/Hyperactivity Disorder (ADHD): A Longitudinal Analysis of Symptom and Academic Trajectories

Autor/inn/en	Di Lonardo Burr, Sabrina M.; LeFevre, Jo-Anne; Arnold, L. Eugene; Epstein, Jeffrey N.; Hinshaw, Stephen P.; Molina, Brooke S. G.; Hechtman, Lily; Hoza, Betsy; Jensen, Peter S.; Vitiello, Benedetto; Pelham, William E., Jr.; Howard, Andrea L.
Titel	Paths to Postsecondary Education Enrollment among Adolescents with and without Childhood Attention-Deficit/Hyperactivity Disorder (ADHD): A Longitudinal Analysis of Symptom and Academic Trajectories
Quelle	In: Child Development, 93 (2022) 5, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Di Lonardo Burr, Sabrina M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13807
Schlagwörter	Enrollment; College Bound Students; High School Students; Attention Deficit Hyperactivity Disorder; Symptoms (Individual Disorders); Longitudinal Studies; Academic Achievement; Standardized Tests; Foreign Countries; Predictor Variables; New York; North Carolina; Pennsylvania; California; Canada + Suchen Sie Ihr Suchwort? Einschulung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Psychiatrische Symptomatik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Standadised tests; Standardisierter Test; Ausland; Prädiktor; Kalifornien; Kanada
Abstract	We examined developmental trajectories of attention-deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N = 749; 79% boys; 63% White, 17% non-Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec), participants were originally enrolled between 1994 and 1998 at ages 7 to 9.9 and followed up through 2012 (M[subscript age] = 25 at final follow-up). Adolescents who eventually enrolled in PSE had less severe symptoms, but differences were modest and trajectories were similar over time. For all adolescents, standardized achievement trajectories declined up to two thirds of a standard deviation from ages 9 to 17. By the end of high school, the average GPA of adolescents with ADHD was three quarters of a point higher for those who eventually enrolled in PSE compared to those who did not. Overall, school performance mattered more than academic achievement for understanding eventual enrollment of adolescents with ADHD. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01