ADHD-symptoms and transition to middle school : the effects of academic and social adjustment
| dc.contributor.author | Palmu, Iines R. | |
| dc.contributor.author | Määttä, Sami J. | |
| dc.contributor.author | Närhi, Vesa M. | |
| dc.contributor.author | Savolainen, Hannu K. | |
| dc.date.accessioned | 2023-09-28T07:23:13Z | |
| dc.date.available | 2023-09-28T07:23:13Z | |
| dc.date.issued | 2023 | |
| dc.identifier.citation | Palmu, I. R., Määttä, S. J., Närhi, V. M., & Savolainen, H. K. (2023). ADHD-symptoms and transition to middle school : the effects of academic and social adjustment. <i>European Journal of Special Needs Education</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/08856257.2023.2191106" target="_blank">https://doi.org/10.1080/08856257.2023.2191106</a> | |
| dc.identifier.other | CONVID_177469373 | |
| dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/89287 | |
| dc.description.abstract | 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. | en |
| dc.format.mimetype | application/pdf | |
| dc.language.iso | eng | |
| dc.publisher | Routledge | |
| dc.relation.ispartofseries | European Journal of Special Needs Education | |
| dc.rights | In Copyright | |
| dc.subject.other | ADHD | |
| dc.subject.other | school transition | |
| dc.subject.other | maladaptive achievement strategies | |
| dc.subject.other | social adjustment | |
| dc.subject.other | support | |
| dc.subject.other | academic performance | |
| dc.title | ADHD-symptoms and transition to middle school : the effects of academic and social adjustment | |
| dc.type | article | |
| dc.identifier.urn | URN:NBN:fi:jyu-202309285303 | |
| dc.contributor.laitos | Kasvatustieteiden laitos | fi |
| dc.contributor.laitos | Department of Education | en |
| dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
| dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
| dc.description.reviewstatus | peerReviewed | |
| dc.relation.issn | 0885-6257 | |
| dc.relation.volume | Early online | |
| dc.type.version | acceptedVersion | |
| dc.rights.copyright | © 2023 Taylor & Francis | |
| dc.rights.accesslevel | openAccess | |
| dc.subject.yso | ADHD | |
| dc.subject.yso | koululaiset | |
| dc.format.content | fulltext | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p4541 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p16485 | |
| dc.rights.url | http://rightsstatements.org/page/InC/1.0/?language=en | |
| dc.relation.doi | 10.1080/08856257.2023.2191106 | |
| jyx.fundinginformation | This work was supported by a personal PhD-grant by the Finnish Cultural Foundation, Grant number 05162102. The data was gathered in a project funded by the Finnish National Board of Education (FNBE), grant code 219/509/2009, 146/509/2010. | |
| dc.type.okm | A1 |
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