ADHD-symptoms and transition to middle school : the effects of academic and social adjustment
Palmu, I. R., Määttä, S. J., Närhi, V. M., & Savolainen, H. K. (2024). ADHD-symptoms and transition to middle school : the effects of academic and social adjustment. European Journal of Special Needs Education, 39(1), 48-63. https://doi.org/10.1080/08856257.2023.2191106
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European Journal of Special Needs EducationDate
2024Copyright
© 2023 Taylor & Francis
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.
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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.License
Except where otherwise noted, this item's license is described as In Copyright