ADHD Symptoms and Maladaptive Achievement Strategies: The Reciprocal Prediction of Academic Performance beyond the Transition to Middle School

Autor/inn/en	Palmu, Iines R.; Määttä, Sami J.; Närhi, Vesa M.; Savolainen, Hannu K.
Titel	ADHD Symptoms and Maladaptive Achievement Strategies: The Reciprocal Prediction of Academic Performance beyond the Transition to Middle School
Quelle	In: Emotional & Behavioural Difficulties, 28 (2023) 1, S.3-17 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palmu, Iines R.) ORCID (Määttä, Sami J.) ORCID (Närhi, Vesa M.) ORCID (Savolainen, Hannu K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2023.2189404
Schlagwörter	Attention Deficit Hyperactivity Disorder; Symptoms (Individual Disorders); Academic Achievement; Prediction; Behavior Disorders; Student Motivation; Grade 5; Grade 6; Grade 7; Foreign Countries; Grade Point Average; Parent Background; Educational Attainment; Reading Comprehension; Elementary School Students; Middle School Students; Finland + Suchen Sie Ihr Suchwort? Psychiatrische Symptomatik; Schulleistung; Vorhersage; Schulische Motivation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Elternhaus; Bildungsabschluss; Bildungsgut; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Finnland
Abstract	This longitudinal study examined how two externalising behaviour problems, attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CDs), are associated over time with low motivation (MAS), and how these problems effect academic performance. In our cross-lagged analysis, we found reciprocal effects between ADHD symptoms and MAS between Grades 5 and 6. Both domains also negatively predicted later academic performance. With CDs and MAS, no cross-lagged effects were found, although both were correlated and very stable over time, and negatively predicted later academic performance. These different kinds of externalising problem behaviours seem to differ in the way in which they interact with students' MAS and academic performance in the long term. Students with ADHD symptoms are likely to be more vulnerable to negative learning experiences and the development of MAS than students with CDs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01