The Role of ADHD in Academic Adversity: Disentangling ADHD Effects from Other Personal and Contextual Factors

Autor/in	Martin, Andrew J.
Titel	The Role of ADHD in Academic Adversity: Disentangling ADHD Effects from Other Personal and Contextual Factors
Quelle	In: School Psychology Quarterly, 29 (2014) 4, S.395-408 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000069
Schlagwörter	Attention Deficit Hyperactivity Disorder; School Size; Socioeconomic Status; Academic Achievement; Suspension; Expulsion; Grade Repetition; Personality Traits; Learning Disabilities; High School Students; Academic Failure; Regression (Statistics); Learning Motivation; Context Effect; Student Characteristics; Correlation; Intervention + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Schulleistung; Ausschluss; Schulausschluss; Relegation; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Learning handicap; Lernbehinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; Motivation for studies; Lernmotivation; Korrelation
Abstract	Students with attention-deficit/hyperactivity disorder (ADHD) experience significant academic difficulties that can lead to numerous negative academic consequences. With a focus on adverse academic outcomes, this study seeks to disentangle variance attributable to ADHD from variance attributable to salient personal and contextual covariates. Responses from 136 students with ADHD and 3,779 non-ADHD peers from 9 high schools were analyzed using logistic regression. Dependent measures included academic failure, grade repetition, school refusal, changing classes and school, school exclusion, and schoolwork noncompletion. Covariates comprised personal (e.g., sociodemographics, personality, prior achievement, specific learning disabilities, motivation) and contextual (e.g., school size, school socioeconomic status, school average achievement) factors. Findings indicated that, after accounting for personal and contextual covariates, ADHD explained significant variance in numerous adversities (schoolwork noncompletion, school suspension, school expulsion, changing schools, grade repetition). Thus, beyond the effects of numerous personal and contextual covariates, ADHD has a distinct presence in students' academic adversity. Also interesting, after accounting for other personal and contextual factors, was academic adversity with which ADHD was not associated. Findings provide direction for educational intervention targeting ADHD and associated factors found to be significant in the study. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01