ADHD symptoms and maladaptive achievement strategies: the reciprocal prediction of academic performance beyond the transition to middle school

Iines R Palmu, Sami J Määttä, Vesa Närhi, Hannu K Savolainen

Research output: Contribution to journalArticleScientificpeer-review

1 Citation (Scopus)
6 Downloads (Pure)

Abstract

This longitudinal study examined how two externalising behaviour problems, attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CDs), are associated over time with low motivation (MAS), and how these problems effect academic performance. In our cross-lagged analysis, we found reciprocal effects between ADHD symptoms and MAS between Grades 5 and 6. Both domains also negatively predicted later academic performance. With CDs and MAS, no cross-lagged effects were found, although both were correlated and very stable over time, and negatively predicted later academic performance. These different kinds of externalising problem behaviours seem to differ in the way in which they interact with students’ MAS and academic performance in the long term. Students with ADHD symptoms are likely to be more vulnerable to negative learning experiences and the development of MAS than students with CDs.

Original languageEnglish
Pages (from-to)3-17
JournalEMOTIONAL AND BEHAVIOURAL DIFFICULTIES
Volume28
Issue number1
Early online date2023
DOIs
Publication statusPublished - 2023
Publication typeA1 Journal article-refereed

Keywords

  • academic performance
  • ADHD
  • conduct disorders
  • maladaptive achievement strategies

Publication forum classification

  • Publication forum level 1

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

Fingerprint

Dive into the research topics of 'ADHD symptoms and maladaptive achievement strategies: the reciprocal prediction of academic performance beyond the transition to middle school'. Together they form a unique fingerprint.

Cite this