ArticleBMC psychiatry2022
Symptomatology of attention deficit, hyperactivity and defiant behavior as predictors of academic achievement.
Article in BMC psychiatry, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Children's psychological traits and educational performance: How schools and residential areas moderate how individual traits translate into academic outcomes.JCPP advances · 2026Article
- Parental Companionship Shapes Children's Attentional Functions and Academic Achievement.Child psychiatry and human development · 2026Article
- Observational
- Article
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Authors and funding
4 authors.
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Abstract
backgroundIt is essential to understand the factors that affect the academic achievement of schoolchildren, both in general and in terms of the major subsectors of each grade. Although symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and Negative Defiant Disorder (NDD-which are commonly recognized as externalizing problems in childhood and adolescence-have been associated with lower academic achievement in the international literature, few studies have addressed this problem in Latin America. This study aimed to analyze the possible predictive relationship of attention problems, hyperactivity, and defiant behavior on academic achievement.
methodsWe recruited a sample of 4580 schoolchildren (50.9% female, 1754 belonging to primary school, and 2826 to secondary school, ranging from 9 to 18 years old). This cross-sectional study used the scales pertaining to attention problems, hyperactivity, and challenging behavior from the Child and Adolescent Evaluation System.
resultsThe analysis showed that attention problems significantly affected all academic achievement areas, while hyperactivity and challenging behavior affected only some of them. The regression models explained 24% of the variability in overall academic achievement in primary school and 17% in secondary school. Other predictors included sex, age, socioeconomic level, and school attendance.
conclusionsIt is important to consider this symptomatology in the design of educational interventions.
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