TY - JOUR
T1 - Attention deficit hyperactivity disorder and scholastic achievement
T2 - A model of mediation via academic enablers
AU - Volpe, Robert J.
AU - DuPaul, George J.
AU - DiPerna, James C.
AU - Jitendra, Asha K.
AU - Lutz, J. Gary
AU - Tresco, Katy
AU - Junod, Rosemary Vile
PY - 2006/5/25
Y1 - 2006/5/25
N2 - 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.
AB - 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.
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M3 - Article
AN - SCOPUS:33646745754
SN - 0279-6015
VL - 35
SP - 47
EP - 61
JO - School Psychology Review
JF - School Psychology Review
IS - 1
ER -