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ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: A longitudinal study
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi.
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi.
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Statistiska institutionen.
2013 (Engelska)Ingår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 54, nr 3, s. 205-212Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement.

Ort, förlag, år, upplaga, sidor
2013. Vol. 54, nr 3, s. 205-212
Nyckelord [en]
ADHD symptoms in preadolescence and adolescence, academic achievement, self-perception of academic competence, future orientation
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
URN: urn:nbn:se:uu:diva-202364DOI: 10.1111/sjop.12042ISI: 000318441100004OAI: oai:DiVA.org:uu-202364DiVA, id: diva2:631958
Tillgänglig från: 2013-06-24 Skapad: 2013-06-24 Senast uppdaterad: 2017-12-06Bibliografiskt granskad
Ingår i avhandling
1. ADHD Symptoms: Objective Performance and Subject Perspective
Öppna denna publikation i ny flik eller fönster >>ADHD Symptoms: Objective Performance and Subject Perspective
2015 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

ADHD research has mainly focused on objective performance measures. Performance, however, is only one aspect of functioning. Other aspects of how individuals function are their personal experiences and their evaluations of those experiences. The aim of this thesis is to expand knowledge on the topic of ADHD by presenting studies that investigate objective performance and subject perspective, simultaneously. The empirical work presented here has a dimensional approach to ADHD, which is reflected in the use of samples selected to represent a wide variation in ADHD symptoms. Herein, both objective performance and subject perspective are conceptualized in various ways, to address unanswered questions and to question previous research.

ADHD is related to underperformance within the academic realm and within the social realm. By introducing novel subject perspective measures, and including objective performance measures in new ways, a more nuanced understanding of these underperformance areas was gained. More specifically, we obtained an overview of the influence of ADHD symptoms in late childhood and adolescence in relation to academic performance by studying a longitudinal framework of concomitant factors. Furthermore, we disentangled the interplay of ADHD and ODD symptoms and cognitive performance in predicting social acceptance and the "positive illusory bias". Additionally, we questioned the link between disorganized attachment representations and ADHD symptoms by investigating the potential relationship between attachment representations and ADHD symptoms, whilst considering concurrent conduct problems, cognitive performance and narrative responses to non-attachment related story stems.

Main results indicate that academic performance is influenced by ADHD symptoms and previous academic performance; adolescent self-perceptions of academic competence are negligible in this context. Moreover, ADHD symptoms in adolescence have a negative influence on views of the future, beyond academic performance and parental education. Further, results indicate that positive illusory bias relates more to ODD behaviors. Finally, results also indicate that children with high levels of ADHD symptoms could falsely appear to be disorganized due to a propensity to include negative content in narratives. In conclusion, when studied together, objective performance and subject perspective give new insight into ADHD. The findings presented motivate the simultaneous inclusion of different perspectives of functioning in ADHD research.

Ort, förlag, år, upplaga, sidor
Uppsala: Acta Universitatis Upsaliensis, 2015. s. 76
Serie
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 116
Nyckelord
ADHD, developmental psychology, academic performance, future orientation, cognitive performance, positive illusory bias, attachment representations
Nationell ämneskategori
Psykologi
Forskningsämne
Psykologi
Identifikatorer
urn:nbn:se:uu:diva-260987 (URN)978-91-554-9332-5 (ISBN)
Disputation
2015-10-30, Museum Gustavianum Auditorium Minus, Akademigatan 3 753 10, Uppsala, 10:15 (Engelska)
Opponent
Handledare
Tillgänglig från: 2015-10-02 Skapad: 2015-08-27 Senast uppdaterad: 2015-10-05

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