An Exploration of the Relationship between Ethnicity, Attention Problems, and Academic Achievement

Autor/inn/en	Rabiner, David L.; Murray, Desiree W.; Schmid, Lorrie; Malone, Patrick S.
Titel	An Exploration of the Relationship between Ethnicity, Attention Problems, and Academic Achievement
Quelle	In: School Psychology Review, 33 (2004) 4, S.498-509 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Quantitative Daten; Grade 1; Student Behavior; Hispanic American Students; Behavior Problems; White Students; Hyperactivity; Academic Achievement; African American Students; Racial Differences; Attention Deficit Disorders + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Student behaviour; Schülerverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Hyperaktivität; Schulleistung; African Americans; Afroamerikaner; Rassenunterschied; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung
Abstract	There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior, oppositional behavior, hyperactivity, and anxiety. Only attention problems, and not other behavior problems, were independently associated with diminished academic achievement. Of particular interest is that a substantial portion of the achievement gap between African American and Caucasian students was related to higher rates of attention difficulties among the former, even though attention problems and achievement were more strongly associated among Caucasians. The implications of these findings for efforts to promote student achievement, and to reduce the achievement gap between African American and Caucasian students, are discussed. (Author).
Anmerkungen	National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10