Relations among academic enablers and academic achievement in children with and without high levels of parent‐rated symptoms of inattention, impulsivity, and hyperactivity

Abstract

AbstractThis 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.