Relations among Academic Enablers and Academic Achievement in Children with and without High Levels of Parent-Rated Symptoms of Inattention, Impulsivity, and Hyperactivity

Autor/inn/en	Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.
Titel	Relations among Academic Enablers and Academic Achievement in Children with and without High Levels of Parent-Rated Symptoms of Inattention, Impulsivity, and Hyperactivity
Quelle	In: Psychology in the Schools, 48 (2011) 6, S.573-586 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20578
Schlagwörter	Conceptual Tempo; Academic Achievement; Hyperactivity; Learning Motivation; Study Skills; Interpersonal Competence; Parent Attitudes; Attention Deficit Disorders; Symptoms (Individual Disorders); Elementary School Students; Learner Engagement; Reading Skills; Teacher Attitudes; Correlation; Scores; Comparative Analysis + Suchen Sie Ihr Suchwort? Schulleistung; Hyperaktivität; Motivation for studies; Lernmotivation; Studientechnik; Interpersonale Kompetenz; Elternverhalten; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Psychiatrische Symptomatik; Reading skill; Lesefertigkeit; Lehrerverhalten; Korrelation
Abstract	This study examined the relationships among academic enablers (i.e., engagement, interpersonal skills, motivation, study skills) and academic achievement in children with and without high levels of parent-rated symptoms of inattention, impulsivity, and hyperactivity (Symptoms of IIH Group). The study included 69 participants (29 [42%] in the IIH Group and 40 [58%] in the Comparison Group), with 33 boys and 36 girls in the third through fifth grades. The researchers found significant differences on the measure of academic enablers, including engagement, interpersonal skills, motivation, and study skills, in which participants in the Comparison Group received higher scores. In addition, several academic enablers mediated the relationship between symptoms of inattention, impulsivity, and hyperactivity and the academic outcomes of reading and teachers' ratings of total academic skills. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10