ADHD and academic attainment: Is there an advantage in impulsivity?
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Impulsivity, as in blurting out in the classroom, acts as an overt sign of cognitive engagement and seemed to have a positive function.
“For example, Tymms and Merrell (2011) note that impulsivity as in the case of 'blurting out' in the classroom acts as 'an overt sign of cognitive engagement it seemed to have a positive function' (Tymms and Merrell, 2011).”
From Intensity and Variable Attention: Counter Narrating ADHD, from ADHD Deficits to ADHD Difference (2023) · cites this paper as Tymms and Merrell, 2011
In §4.3 (p. 13), the paper proposes that impulsivity might indicate cognitive engagement and that blurting out may be an overt manifestation of it. The Discussion (p. 14) calls the academic advantage of blurting out a tentative finding. The claim overstates the proposed explanation by saying blurting out acts as a sign of cognitive engagement rather than presenting that link as a possibility. (LLM, conf=0.86)
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“…come from scales whose items overlap with the symptomatology of attention-deficit hyperactivity disorder, although stronger relations with academic functions are evident with regard to inattention rather than to hyperactivity/impulsivity (e.g., Cain & Bignell, 2014; Tymms & Merrell, 2011).”
BackgroundDifferentiating Behavioral Ratings of Inattention, Impulsivity, and Hyperactivity in Children
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“reading, ADHD, inattention, gender reports, the relation between ADHD symptoms and reading difficulties cannot be explained by shared method variance (Tymms & Merrell, 2011).”
BackgroundResultInfluentialIntensity and Variable Attention: Counter Narrating ADHD, from ADHD Deficits to ADHD Difference
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“Most studies have considered hyperactivity and impulsivity as a single factor, however Tymms and Merrell (2011) analysed them separately and found that impulsivity was advantageous to academic outcomes after controlling for inattention, in particular verbal impulsivity (e.g. children blurting out…”
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“A number of studies have found a negative relationship between inattention and academic attainment (i.e., level of proficiency in school subjects; Merrell, Sayal, Tymms, & Kasim, 2017; Pingault et al., 2011; Tymms & Merrell, 2011).”
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“Some studies have brought out that greater activity is associated with a lower level in this academic competency (Tymms & Merrel, 2011).”
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“In the United States, the prevalence of these disorders among children and adolescents range from 5.9%-7.1% for ADHD [30], 5–6% for learning disabilities [31], and 0.6–2.2% for autism spectrum disorder [32].”
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“After adjusting for inattention symptoms, a positive correlation has been found (Tymms & Merrell, 2011) between performance in a mathematics assessment (start of year) and impulsiveness symptoms (end of year), particularly relating to blurting out answers.”
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“Another study using the same version of the BRS scale (but in English) revealed a similar effect, and the authors suggested that this scale might measure the “positive side” of a child’s hyperactivity and indicate greater activity and engagement in lesson activity (Tymms & Merrell, 2011).”
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“…hyperactivity/impulsivity and inattention are positively and strongly correlated (Allan & Lonigan, 2019), the link between behaviours of hyperactivity/impulsivity and academic outcome ranges from negative, non-significant to positive (Öner et al., 2019; Salla et al., 2016; Tymms & Merrell, 2011).”
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- Authors
- Tymms, P., & Merrell, C.
- Affiliations
- Durham University (GB)
- Corresponding author
- Tymms, Peter
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2011-12
- Volume
- 21
- Issue
- 6
- Pages
- 753-758
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W2081577002
- Cited by
- 37
- References
- 31
- Citations by year
- 2025: 3 · 2024: 1 · 2023: 5 · 2022: 1 · 2021: 4 · 2020: 3 · 2019: 3 · 2018: 3 · 2016: 3 · 2015: 4 · 2014: 2 · 2013: 2 · 2012: 2
- FWCI
- 1.31
- Type
- journal article
- Language
- en
- Open access
- Licence
- Locations
- Learning and Individual Differences (publishedVersion)
- Durham Research Online (Durham University) (acceptedVersion)
- Durham Research Online (Durham University) (submittedVersion, other-oa)
- Durham Research Online (Durham University) (submittedVersion, cc-by)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- attention deficit hyperactivity disorder, academic performance, impulsivity, inattention, hyperactivity, reading achievement, mathematics achievement, DSM-IV diagnostic criteria, cognitive engagement, young children, teacher ratings
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