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- Title
Relations among academic enablers and academic achievement in children with and without high levels of parent-rated symptoms of inattention, impulsivity, and hyperactivity.
- Authors
Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.
- 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. © 2011 Wiley Periodicals, Inc.
- Subjects
ACADEMIC achievement; PARENTS; ENGAGEMENT (Philosophy); MOTIVATION (Psychology); STUDY skills; ATTENTION-deficit hyperactivity disorder; DATA analysis; ANALYSIS of variance; MULTIVARIATE analysis
- Publication
Psychology in the Schools, 2011, Vol 48, Issue 6, p573
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.20578