Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers

Robert J. Volpe, George J. DuPaul, James C. DiPerna, Asha K. Jitendra, J. Gary Lutz, Katy Tresco, Rosemary Vile Junod

Research output: Contribution to journalArticlepeer-review

55 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)47-61
Number of pages15
JournalSchool Psychology Review
Volume35
Issue number1
StatePublished - May 25 2006

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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