Relationships Between Problem Behaviors and Academic Achievement in Adolescents: The Unique Role of Attention Problems
Abstract
Numerous studies have documented relationships between a variety of problem behaviors and academic achievement measures. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth.This study addressed the relationships between 8 teacher-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior) and standardized measures of academic achievement (overall, reading, spelling, arithmetic, performance). The sample comprised 41 boys and 17 girls ages 11 to 19 years ( M = 15.02, SD = 1.90) enrolled in an alternative school. Although withdrawn, somatic complaints, delinquent behavior, and aggressive behavior syndromes exhibited significant zero-order correlations with the academic achievement measures, each of these relationships was mediated by attention problems. A post hoc analysis suggested that the observed association between attention problems and academic achievement was primarily due to the inattention component of the syndrome rather than the hyperactivity—impulsivity component.The findings are discussed with reference to theoretical, research, and treatment implications.
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Children with ADHD with more inattentive symptoms are more likely to have academic problems than those with more hyperactive-impulsive symptoms.
“prior work suggests that children with ADHD who exhibit higher levels of inattentive symptoms are more likely to exhibit academic problems, compared to children with higher levels of hyperactivity-impulsivity (Barriga, Doran, Newal, Morrison, Barbetti, & Robbins, 2002; Breslau et al., 2010; Lahey & Willcutt, 2002; Marshall, Hynd, Handwerk & Hall, 1997).”
From Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement (2012) · cites this paper as Barriga et al., 2002
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- Authors
- Barriga, A. Q., Doran, J. W., Newell, S. B., Morrison, E. M., Barbetti, V., & Dean Robbins, B.
- Affiliations
- Seton Hill University (US)
- Foster Care and Adoption Program for Adelphoi Village
- Indiana University of Pennsylvania (US)
- Duquesne University (US)
- Duquesne University
- Venue
- Journal of Emotional and Behavioral Disorders
- Publisher
- SAGE Publications
- Published
- 2002-10
- Volume
- 10
- Issue
- 4
- Pages
- 233-240
- ISSN
- 1063-4266 (ISSN-L)
- 1538-4799
- OpenAlex
- W2142640612
- Cited by
- 191
- References
- 37
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 5 · 2023: 7 · 2022: 7 · 2021: 9 · 2020: 11 · 2019: 5 · 2018: 9 · 2017: 11 · 2016: 12 · 2015: 14 · 2014: 14 · 2013: 13 · 2012: 13
- FWCI
- 1.50
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Emotional and Behavioral Disorders (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- behavioral problems, academic performance, adolescents, attention deficits, inattention, aggression, delinquency, withdrawal, somatic symptoms, anxiety and depression, social problems, thought problems, alternative schools, comorbidities, mediation
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