Attention Deficit Hyperactivity Disorder and Scholastic Achievement: A Model of Mediation via Academic Enablers

Autor/inn/en	Volpe, Robert J.; DuPaul, George J.; DiPerna, James C.; Jitendra, Asha K.; Lutz, J. Gary; Tresco, Katy; Junod, Rosemary Vile
Titel	Attention Deficit Hyperactivity Disorder and Scholastic Achievement: A Model of Mediation via Academic Enablers
Quelle	In: School Psychology Review, 35 (2006) 1, S.47-61 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Structural Equation Models; Mathematics Achievement; Academic Achievement; Hyperactivity; Attention Deficit Disorders; Learning Motivation; Study Skills; Elementary School Students; Symptoms (Individual Disorders); Study Habits; Reading Achievement; Time on Task + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Motivation for studies; Lernmotivation; Studientechnik; Psychiatrische Symptomatik; Study behavior; Study behaviour; Studienverhalten; Leseleistung; Zeitaufwand
Abstract	The current study examined the influence of symptoms of attention deficit hyperactivity disorder (ADHD) on student academic achievement in reading and in mathematics in a sample of 146 first- through fourth-grade students, 103 of which were identified as having ADHD and academic problems in reading and/or math. A theoretical model was examined using structural equation modeling wherein student academic enablers (motivation, study skills, interpersonal skills, and engagement) and prior academic achievement served as mediators of the relationship between ADHD and academic achievement in mathematics and reading. Results of these analyses indicate that after controlling for the influence of prior achievement, ADHD influences motivation, which influences study skills to promote academic achievement. The article concludes with a discussion of the practical implications of these findings and how they extend prior research on the relationship between ADHD and academic achievement. (Contains 3 figures, 2 tables and 1 footnote.) (Author).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10