Associations Between Longitudinal Teacher Ratings of Hyperactivity/ Inattention and Academic Achievement Over a Four Year Period (original) (raw)

Psychiatry and Behavioral Sciences

Abstract

Aim of the present study was to investigate whether 4-years continuity of teacher rated hyperactivity and inattention symptoms were associated with lower academic performance in language, mathematics, and total grade average. Gender, age, fluid IQ, previous academic level, and teacher reported Strengths and Difficulties Questionnaire (SDQ) total problems score at the first assessment were controlled in an urban low-middle-income-country setting. The follow-up sample with full SDQ data consisted of 967 students (boys: 523, 54.1%; girls: 444, 45.9%) from fifth to eight grades. Using cut-off 7 for SDQ Hyperactivity score for each assessment, the students were categorized into four groups: continued group (CG) (4.4%); declining group (DG) (6.9%); increasing group (IG) (9.0%); and consistently low (LG) group (79.6%). In the follow-up assessment, CG and IG had significantly higher SDQ scores when compared with both DG and LG and DG had significantly higher SDQ Hyperactivity and Total prob...

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