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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 - Language:
- 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:
- 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
- Availability:
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