ADHD-symptoms and transition to middle school: the effects of academic and social adjustment

Iines R. Palmu; Sami J. Määttä; Vesa M. Närhi; Hannu K. Savolainen

doi:10.1080/08856257.2023.2191106

ADHD-symptoms and transition to middle school: the effects of academic and social adjustment

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

Welfare Sciences

Research output: Contribution to journal › Article › Scientific › peer-review

Abstract

This longitudinal study examined the cross-lagged relationships of ADHD symptoms, school adjustment and academic performance during the transition from primary to middle school (Grades 6–7) in a Finnish community sample (N = 311). We found that the mechanisms were different for boys and girls: for boys (N = 149) the effect ADHD symptoms had on academic performance mediated via maladaptive achievement strategies, but for girls (N = 162) the effects on lowering Grade 7 academic performance were direct. In addition, ADHD symptoms were associated with SES and pedagogical support only among boys.

Original language	English
Pages (from-to)	48-63
Journal	EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
Volume	39
Issue number	1
Early online date	2023
DOIs	https://doi.org/10.1080/08856257.2023.2191106
Publication status	Published - 2024
Publication type	A1 Journal article-refereed

Keywords

academic performance
ADHD
maladaptive achievement strategies
school transition
social adjustment
support

Publication forum classification

Publication forum level 2

ASJC Scopus subject areas

Education
Health Professions (miscellaneous)
Developmental and Educational Psychology

Access to Document

10.1080/08856257.2023.2191106

http://urn.fi/URN:NBN:fi:jyu-202309285308

Cite this

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title = "ADHD-symptoms and transition to middle school: the effects of academic and social adjustment",

abstract = "This longitudinal study examined the cross-lagged relationships of ADHD symptoms, school adjustment and academic performance during the transition from primary to middle school (Grades 6–7) in a Finnish community sample (N = 311). We found that the mechanisms were different for boys and girls: for boys (N = 149) the effect ADHD symptoms had on academic performance mediated via maladaptive achievement strategies, but for girls (N = 162) the effects on lowering Grade 7 academic performance were direct. In addition, ADHD symptoms were associated with SES and pedagogical support only among boys.",

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author = "Palmu, {Iines R.} and M{\"a}{\"a}tt{\"a}, {Sami J.} and N{\"a}rhi, {Vesa M.} and Savolainen, {Hannu K.}",

note = "Funding Information: This work was supported by a personal PhD-grant by the Finnish Cultural Foundation, Grant number 05162102. Funding Information: The data was gathered in a project funded by the Finnish National Board of Education (FNBE), grant code 219/509/2009, 146/509/2010. Publisher Copyright: {\textcopyright} 2023 Informa UK Limited, trading as Taylor & Francis Group.",

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AU - Savolainen, Hannu K.

N1 - Funding Information: This work was supported by a personal PhD-grant by the Finnish Cultural Foundation, Grant number 05162102. Funding Information: The data was gathered in a project funded by the Finnish National Board of Education (FNBE), grant code 219/509/2009, 146/509/2010. Publisher Copyright: © 2023 Informa UK Limited, trading as Taylor & Francis Group.

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KW - academic performance

KW - ADHD

KW - maladaptive achievement strategies

KW - school transition

KW - social adjustment

KW - support

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ADHD-symptoms and transition to middle school: the effects of academic and social adjustment

Abstract

Keywords

Publication forum classification

ASJC Scopus subject areas

Access to Document

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