The Effects of Attention-Deficit/Hyperactivity Disorder and Internal/Contextual Factors on Academic Achievement

Open Access
Author:
Keasey, Maura
Area of Honors:
Elementary and Kindergarten Education
Degree:
Bachelor of Science
Document Type:
Thesis
Thesis Supervisors:
  • Cynthia Huang Pollock, Thesis Supervisor
  • Jacqueline Edmondson, Honors Advisor
Keywords:
  • Attention-Deficit Hyperactivity Disorder
  • Academic Achievement
  • Education
Abstract:
Attention-deficit/hyperactivity disorder is one of the most common disorders that affects school aged children today. Children with attention-deficit/hyperactivity disorder experience many difficulties academically including under productivity and lower standardized test scores. The aim of this study is to determine whether internal and contextual factors known to affect academic achievement affect achievement in children with ADHD over and above that of ADHD. 275 participants between the ages of 8-12 were recruited for this study. 156 of the participants had ADHD and 119 participants were controls. First, a one-way ANOVA was completed to determine if the dependent variable, academic achievement, significantly affected ADHD. Then hierarchical regressions were conducted to determine if the independent variables (social skills, IQ, student-teacher ratio, and per pupil spending) significantly affected academic achievement over and above that of ADHD. IQ significantly predicted academic achievement over and above that of ADHD. Social skills predicted academic achievement over and above that of ADHD only when using teacher reports of achievement as a measure. Student-teacher ratio significantly predicted academic achievement over and above that of ADHD. Per pupil spending only predicted academic achievement over and above that of ADHD when looking at teacher reported achievement. The results of this study show that when educating students with ADHD there are many factors that influence academic achievement. Beyond inattention and hyperactive interventions, the internal and contextual factors looked at this in this study should be considered to create the most successful learning environment for students with ADHD.