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Inattention, Hyperactivity/Impulsivity, and Academic Performance in Reading and Mathematics: Exploring Academic Enablers as a Mediator

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Abstract

The goal of the current study was to investigate the role of academic enablers on the association between symptoms of inattention and hyperactivity/impulsivity and academic achievement. There were 395 3rd through 5th grade students (48% boys). Students self-rated behavioral symptoms and classroom teachers completed ratings of academic enablers. Achievement was modeled as a latent variable including CBM probes, teacher ratings of academic skills, and student grades. Results indicated that (a) inattention was negatively associated with academic enablers and academic performance, (b) inattention had a small negative direct and indirect association with math outcomes in most models, while hyperactivity/impulsivity demonstrated showed a small, negative indirect association in one model, (c) and inattention had a small negative indirect association with reading in three models; hyperactivity/impulsivity demonstrated a small indirect association with reading in one model. This study points to the role of academic enabling behaviors in partially explaining the association between inattention and academic underachievement.

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Authors and Affiliations

  1. Florida State University, 1114 W Call Street, 3210 STB, Tallahassee, FL, 32306, USA

    Lyndsay N. Jenkins

  2. Northern Illinois University, DeKalb, IL, USA

    Julia Ogg

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  1. Lyndsay N. Jenkins
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Correspondence to Lyndsay N. Jenkins.

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Jenkins, L.N., Ogg, J. Inattention, Hyperactivity/Impulsivity, and Academic Performance in Reading and Mathematics: Exploring Academic Enablers as a Mediator. Contemp School Psychol 25, 219–229 (2021). https://doi.org/10.1007/s40688-019-00249-w

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