Inattention, Hyperactivity/Impulsivity, and Academic Performance in Reading and Mathematics: Exploring Academic Enablers as a Mediator

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  • Author(s): Jenkins, Lyndsay N. (ORCID Jenkins, Lyndsay N. (ORCID 0000-0002-6216-1542); Ogg, Julia
  • Language:
    English
  • Source:
    Contemporary School Psychology. Jun 2021 25(2):219-229.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      11
    • Education Level:
      Early Childhood Education
      Elementary Education
      Grade 3
      Primary Education
      Grade 4
      Intermediate Grades
      Grade 6
      Middle Schools
    • Subject Terms:
      Attention; Hyperactivity; Conceptual Tempo; Academic Achievement; Mathematics Achievement; Reading Achievement; Underachievement; Correlation; Student Behavior; Learner Engagement; Interpersonal Competence; Student Motivation; Study Skills; Grade 3; Grade 4; Grade 6
    • Accession Number:
      10.1007/s40688-019-00249-w
    • ISSN:
      2159-2020
    • Abstract:
      The goal of the current study was to investigate the role of academic enablers on the association between symptoms of inattention and hyperactivity/impulsivity and academic achievement. There were 395 3rd through 5th grade students (48% boys). Students self-rated behavioral symptoms and classroom teachers completed ratings of academic enablers. Achievement was modeled as a latent variable including CBM probes, teacher ratings of academic skills, and student grades. Results indicated that (a) inattention was negatively associated with academic enablers and academic performance, (b) inattention had a small negative direct and indirect association with math outcomes in most models, while hyperactivity/impulsivity demonstrated showed a small, negative indirect association in one model, (c) and inattention had a small negative indirect association with reading in three models; hyperactivity/impulsivity demonstrated a small indirect association with reading in one model. This study points to the role of academic enabling behaviors in partially explaining the association between inattention and academic underachievement.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1302730