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

Tutkimustuotos: ArtikkeliTieteellinenvertaisarvioitu

Abstrakti

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.

AlkuperäiskieliEnglanti
Sivut48-63
JulkaisuEUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
Vuosikerta39
Numero1
Varhainen verkossa julkaisun päivämäärä2023
DOI - pysyväislinkit
TilaJulkaistu - 2024
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä

Rahoitus

This work was supported by a personal PhD-grant by the Finnish Cultural Foundation, Grant number 05162102. The data was gathered in a project funded by the Finnish National Board of Education (FNBE), grant code 219/509/2009, 146/509/2010.

Julkaisufoorumi-taso

  • Jufo-taso 2

!!ASJC Scopus subject areas

  • Education
  • Health Professions (miscellaneous)
  • Developmental and Educational Psychology

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