TY - JOUR
T1 - Inattention, hyperactivity/impulsivity, and academic competence
T2 - Findings from three cohorts
AU - Tan, Tony Xing
AU - Liu, Yanhong
AU - Damjanovic, Victoria
AU - Ledford, Elyse
AU - Li, Gen
AU - Li, Yanzheng
N1 - Publisher Copyright:
© 2021 The British Psychological Society.
PY - 2022/3
Y1 - 2022/3
N2 - Background: Attention-deficit hyperactivity disorder (ADHD) is a risk for learning. Because ADHD commonly includes behaviours of inattention and behaviours of hyperactivity/impulsivity, how the two types of behaviours independently affect children’s academic competence remains poorly understood. Aims: To investigate the impact of behaviours of inattention and behaviours of hyperactivity/impulsivity on Chinese students’ academic competence. Samples: Parents of 167 preschoolers (Cohort 1), parents of 313 first graders (Cohort 2), and 1,003 high school students (Cohort 3). Methods: The ADHD-RS-IV Preschool version (Cohort 1), ADHD-RS-IV Home version (Cohort 2), and BASC-SRP (Cohort 3) were used to measure behaviours of inattention and hyperactivity/impulsivity. Academic competence was operationalized as school readiness (Cohort 1), math and language arts scores at two time points provided by school (Cohort 2), and self-reported academic performance (Cohort 3). Multiple regressions were performed to investigate the relationship between academic performance and behaviours of inattention alone (Step 1), and behaviours of hyperactivity/impulsivity alone (Step 2), and behaviours of inattention together with behaviours of hyperactivity/impulsivity (Step 3). Results: For each cohort, both types of behaviours were negatively correlated with academic competence. However, regression analyses showed that in Step 3, behaviours of hyperactivity/impulsivity either failed to predict academic competence or predicted better academic competence. Overall, behaviours of inattention alone accounted for a similar amount of variance in academic competence as did behaviours of inattention and hyperactivity/impulsivity combined. Conclusions: Behaviours of inattention presented a risk for academic competence but the effect of behaviours of hyperactivity/impulsivity varied. Implications for instructional strategies for behaviours of inattention were discussed.
AB - Background: Attention-deficit hyperactivity disorder (ADHD) is a risk for learning. Because ADHD commonly includes behaviours of inattention and behaviours of hyperactivity/impulsivity, how the two types of behaviours independently affect children’s academic competence remains poorly understood. Aims: To investigate the impact of behaviours of inattention and behaviours of hyperactivity/impulsivity on Chinese students’ academic competence. Samples: Parents of 167 preschoolers (Cohort 1), parents of 313 first graders (Cohort 2), and 1,003 high school students (Cohort 3). Methods: The ADHD-RS-IV Preschool version (Cohort 1), ADHD-RS-IV Home version (Cohort 2), and BASC-SRP (Cohort 3) were used to measure behaviours of inattention and hyperactivity/impulsivity. Academic competence was operationalized as school readiness (Cohort 1), math and language arts scores at two time points provided by school (Cohort 2), and self-reported academic performance (Cohort 3). Multiple regressions were performed to investigate the relationship between academic performance and behaviours of inattention alone (Step 1), and behaviours of hyperactivity/impulsivity alone (Step 2), and behaviours of inattention together with behaviours of hyperactivity/impulsivity (Step 3). Results: For each cohort, both types of behaviours were negatively correlated with academic competence. However, regression analyses showed that in Step 3, behaviours of hyperactivity/impulsivity either failed to predict academic competence or predicted better academic competence. Overall, behaviours of inattention alone accounted for a similar amount of variance in academic competence as did behaviours of inattention and hyperactivity/impulsivity combined. Conclusions: Behaviours of inattention presented a risk for academic competence but the effect of behaviours of hyperactivity/impulsivity varied. Implications for instructional strategies for behaviours of inattention were discussed.
KW - Chinese children
KW - academic competence
KW - attention-deficit hyperactivity disorder
KW - hyperactivity/impulsivity
KW - inattention
KW - language arts
KW - math
KW - school readiness
UR - http://www.scopus.com/inward/record.url?scp=85108848678&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85108848678&partnerID=8YFLogxK
U2 - 10.1111/bjep.12439
DO - 10.1111/bjep.12439
M3 - Article
C2 - 34184249
AN - SCOPUS:85108848678
SN - 0007-0998
VL - 92
SP - 82
EP - 104
JO - British Journal of Educational Psychology
JF - British Journal of Educational Psychology
IS - 1
ER -