Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions

Autor/inn/en	Kuzmina, Yulia; Ivanova, Alina; Denisov, Ilya
Titel	Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions
Quelle	In: Elementary School Journal, 123 (2023) 4, S.538-562 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/723248
Schlagwörter	Academic Achievement; Grade 1; Attention Span; Hyperactivity; Foreign Countries; Mathematics Achievement; Reading Achievement; Homogeneous Grouping; Heterogeneous Grouping; Russia + Suchen Sie Ihr Suchwort? Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Hyperaktivität; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Homogene Gruppierung; Niveaugruppierung; Streaming; Russland
Abstract	Various factors at the individual and school levels contribute to the impairment of academic achievement. We examined whether academic class composition, measured as average class achievement and class heterogeneity (variance in achievement within class), moderates the associations of inattentiveness and hyperactivity/impulsivity with academic achievement. Data from a two-wave longitudinal study of Russian first graders (N = 2,605, 51% girls) were used. Two-level regression analysis revealed inattentiveness to be negatively associated with math and reading achievement and hyperactivity/impulsivity to be positively associated with achievement but only under control for inattentiveness. The results reveal that the associations of inattentiveness and hyperactivity/impulsivity with math achievement did not vary in classes of different academic compositions. However, the negative effect of inattentiveness on reading decreased in classes with high average achievement. The results also demonstrated that, controlled for inattentiveness, hyperactivity had a stronger positive association with reading in heterogeneous, rather than homogeneous, classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01