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

dc.contributor.authorPalmu, Iines R.
dc.contributor.authorMäättä, Sami J.
dc.contributor.authorNärhi, Vesa M.
dc.contributor.authorSavolainen, Hannu K.
dc.date.accessioned2023-09-28T08:03:10Z
dc.date.available2023-09-28T08:03:10Z
dc.date.issued2024
dc.identifier.citationPalmu, 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. <i>European Journal of Special Needs Education</i>, <i>39</i>(1), 48-63. <a href="https://doi.org/10.1080/08856257.2023.2191106" target="_blank">https://doi.org/10.1080/08856257.2023.2191106</a>
dc.identifier.otherCONVID_177469373
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/89293
dc.description.abstractThis 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.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEuropean Journal of Special Needs Education
dc.rightsIn Copyright
dc.subject.otherADHD
dc.subject.otherschool transition
dc.subject.othermaladaptive achievement strategies
dc.subject.othersocial adjustment
dc.subject.othersupport
dc.subject.otheracademic performance
dc.titleADHD-symptoms and transition to middle school : the effects of academic and social adjustment
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202309285308
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange48-63
dc.relation.issn0885-6257
dc.relation.numberinseries1
dc.relation.volume39
dc.type.versionacceptedVersion
dc.rights.copyright© 2023 Taylor & Francis
dc.rights.accesslevelopenAccessfi
dc.subject.ysoADHD
dc.subject.ysosukupuolierot
dc.subject.ysosopeutuminen
dc.subject.ysoyläkoulu
dc.subject.ysosuoriutuminen
dc.subject.ysosiirtymävaiheet
dc.subject.ysooireet
dc.subject.ysokoululaiset
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p4541
jyx.subject.urihttp://www.yso.fi/onto/yso/p5290
jyx.subject.urihttp://www.yso.fi/onto/yso/p6137
jyx.subject.urihttp://www.yso.fi/onto/yso/p21292
jyx.subject.urihttp://www.yso.fi/onto/yso/p10270
jyx.subject.urihttp://www.yso.fi/onto/yso/p21130
jyx.subject.urihttp://www.yso.fi/onto/yso/p2414
jyx.subject.urihttp://www.yso.fi/onto/yso/p16485
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/08856257.2023.2191106
jyx.fundinginformationThis 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.okmA1


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