A1 Journal article (refereed)
ADHD-symptoms and transition to middle school : the effects of academic and social adjustment (2024)

Palmu, I. R., Määttä, S. J., Närhi, V. M., & Savolainen, H. K. (2024). ADHD-symptoms and transition to middle school : the effects of academic and social adjustment. European Journal of Special Needs Education, 39(1), 48-63. https://doi.org/10.1080/08856257.2023.2191106

JYU authors or editors

Publication details

All authors or editors: Palmu, Iines R.; Määttä, Sami J.; Närhi, Vesa M.; Savolainen, Hannu K.

Journal or series: European Journal of Special Needs Education

ISSN: 0885-6257

eISSN: 1469-591X

Publication year: 2024

Publication date: 19/03/2023

Volume: 39

Issue number: 1

Pages range: 48-63

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/08856257.2023.2191106

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/89293

Abstract

This longitudinal study examined the cross-lagged relationships of ADHD symptoms, school adjustment and academic performance during the transition from primary to middle school (Grades 6–7) in a Finnish community sample (N = 311). We found that the mechanisms were different for boys and girls: for boys (N = 149) the effect ADHD symptoms had on academic performance mediated via maladaptive achievement strategies, but for girls (N = 162) the effects on lowering Grade 7 academic performance were direct. In addition, ADHD symptoms were associated with SES and pedagogical support only among boys.

Keywords: ADHD; symptoms; pupils; transitional phases; upper comprehensive school; adaptation (change); performance (coping); gender differences

Free keywords: ADHD; school transition; maladaptive achievement strategies; social adjustment; support; academic performance

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2023

Preliminary JUFO rating: 2