A systematic review of prospective studies on attention problems and academic achievement: Review

  • Polderman T
  • Boomsma D
  • Bartels M
 et al. 
  • 66

    Readers

    Mendeley users who have this article in their library.
  • N/A

    Citations

    Citations of this article.

Abstract

Objective: Our aim was to provide an overview of prospective studies that have addressed the association between attention problems (AP, i.e. symptoms of hyperactivity and inattentiveness) and academic achievement (AA). Method: We conducted a systematic search in the literature. Normal population studies and clinical studies were included. The methodological quality of each study was evaluated by objective criteria. A best evidence synthesis was used to determine the strengths of the association. Results: Sixteen studies were included. We found convincing evidence for a negative association between AP and AA. After controlling for intelligence, comorbidity, and socioeconomic status (SES), the association between the hyperactive symptoms of AP and AA was non- significant in two studies. Conclusion: Children with AP are at risk for lower AA and subsequent adverse outcomes later in life. Interventions in affected children should focus on their behavioural and educational development.

Author-supplied keywords

  • attention deficit disorder with hyperactivity
  • child
  • educational status
  • longitudinal studies

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Authors

  • T. J C Polderman

  • D. I. Boomsma

  • M. Bartels

  • F. C. Verhulst

  • A. C. Huizink

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free