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

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 b...

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Bibliographic Details
Published in:European journal of special needs education 2024-01, Vol.39 (1), p.48-63
Main Authors: Palmu, Iines R, Määttä, Sami J, Närhi, Vesa M, Savolainen, Hannu K
Format: Article
Language:English
Subjects:
Academic achievement
academic performance
ADHD
Attention deficit hyperactivity disorder
maladaptive achievement strategies
Middle schools
School adjustment
school transition
social adjustment
Socioeconomic status
support
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Summary: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.
ISSN:0885-6257
1469-591X
DOI:10.1080/08856257.2023.2191106