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Article
Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers
School Psychology Review
  • R. J. Volpe
  • George J. DuPaul
  • J. C. DiPerna
  • A. K. Jitendra
  • J. G. Lutz
  • Katy E. Tresco, Philadelphia College of Osteopathic Medicine
  • R. V. Junod
Document Type
Article
Publication Date
1-1-2006
Disciplines
Abstract
The current study examined the influence of symptoms of attention deficit hyperactivity disorder (ADHD) on student academic achievement in reading and in mathematics in a sample of 146 first- through fourth-grade students, 103 of which were identified as having ADHD and academic problems in reading and/or math. A theoretical model was examined using structural equation modeling wherein student academic enablers (motivation, study skills, interpersonal skills, and engagement) and prior academic achievement served as mediators of the relationship between ADHD and academic achievement in mathematics and reading. Results of these analyses indicate that after controlling for the influence of prior achievement, ADHD influences motivation, which influences study skills to promote academic achievement. The article concludes with a discussion of the practical implications of these findings and how they extend prior research on the relationship between ADHD and academic achievement. Copyright 2006 by the National Association of School Psychologists.
Comments

This article was published in School Psychology Review, Volume 35, Issue 1, Pages 47-61.

The published version is available at http://www.nasponline.org/publications/spr/index.aspx?vol=35&issue=1.

Copyright © 2006 NASP.

Citation Information
R. J. Volpe, George J. DuPaul, J. C. DiPerna, A. K. Jitendra, et al.. "Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers" School Psychology Review Vol. 35 Iss. 1 (2006) p. 47 - 61
Available at: http://works.bepress.com/katy_tresco/20/