Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Langberg, Joshua M.; Molina, Brooke S. G.; Arnold, L. Eugene; Epstein, Jeffery N.; Altaye, Mekibib; Hinshaw, Stephen P.; Swanson, James M.; Wigal, Timothy; Hechtman, Lily
Titel	Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 40 (2011) 4, S.519-531 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Attention Deficit Hyperactivity Disorder; Homework; Standardized Tests; Scores; Academic Achievement; Adolescents; Children; Elementary School Students; Drug Therapy; Special Education; Student Behavior; Symptoms (Individual Disorders); Correlation; Predictor Variables; Student Needs; Family Income; Intelligence; Parents; Educational Attainment; Gender Differences; Racial Differences; Secondary School Students; Longitudinal Studies; Social Skills Rating System; Wechsler Individual Achievement Test; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Hausaufgabe; Standadised tests; Standardisierter Test; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Student behaviour; Schülerverhalten; Psychiatrische Symptomatik; Korrelation; Prädiktor; Familieneinkommen; Intelligenz; Klugheit; Eltern; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Rassenunterschied; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; WIAT; Eignungsprüfung; Eignungstest
Abstract	The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)-Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also tested to determine whether ADHD medication use, receipt of special education services, classroom performance, homework completion, or homework management mediated the relationship between symptoms of ADHD and academic outcomes. Childhood predictors of adolescent achievement differed from those for performance. Classroom performance and homework management mediated the relationship between symptoms of inattention and academic outcomes. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10