An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

Rabiner, David L.; Murray, Desiree W.; Schmid, Lorrie; Malone, Patrick S.

doi:10.1080/02796015.2004.12086264

Cited by 53 publications

(25 citation statements)

References 21 publications

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“…Researchers have documented that ADHD is related to poor reading and math standardized test scores (Loe & Feldman, 2007). The results of the current study were consistent with the previous literature (Frazier et al., 2007; Polderman et al., 2010; Rabiner et al., 2004; Wu et al., 2014). As attention problems impact students’ reading and mathematics skills, appropriate screening can help teachers identify students at risk of attention problems so that early intervention can be provided to help students improve their attention and academic performance levels.…”

Section: Discussionsupporting

confidence: 94%

“…Reinherz et al., 1993). Previous cross-sectional studies indicated that attention problems were associated with academic underachievement (Frazier et al., 2007; Rabiner et al., 2004). Furthermore, Polderman and colleagues’ (2010) systematic review indicated that early attention problems related to poorer academic performance and lower GPA.…”

Section: Introductionmentioning

confidence: 94%

“…Cole et al., 1998). Finally, the prevalence of ADHD symptoms varied by ethnic groups (Epstein et al., 1998; Pastor et al., 2015; Rabiner et al., 2004).…”

Section: Introductionmentioning

confidence: 99%

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Investigating school children’s behavioral and emotional problems using pediatric symptoms checklist-17 in a structural equation modeling framework

Liu

Guo

Gao

et al. 2020

School Psychology International

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The Pediatric Symptom Checklist-17 was originally used in primary care settings with parents to identify their children’s behavioral and emotional problems, but there has been some research supporting use of this scale in school settings. This study examined: (a) the factor structure and measurement invariance of the teacher-rated Pediatric Symptom Checklist-17 and (b) complex relationships among demographic characteristics, behavioral and emotional problems, and learning outcomes using structural equation modeling in elementary schools. A sample of 508 children in grades one and two were rated by their teachers with the Pediatric Symptom Checklist-17. Measures of Academic Progress test was utilized to measure participants’ learning outcomes in reading and math. The results confirmed a three-factor structure of the Pediatric Symptom Checklist-17 (internalizing problems, externalizing problems, and attention problems) and attested the measurement invariance across different demographic groups (i.e. gender, ethnicity, and grade levels). Boys were more likely to have severe attention problems which were associated with lower learning outcomes as seen by Measures of Academic Progress reading and math scores. Attention problems mediated the relationship between gender and learning outcomes. This study has implications for the use of the Pediatric Symptom Checklist-17 in school-based settings. Additionally, it highlights the potential relationships among gender, attention problems, and learning outcomes.

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Section: Discussionsupporting

confidence: 94%

Section: Introductionmentioning

confidence: 94%

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Investigating school children’s behavioral and emotional problems using pediatric symptoms checklist-17 in a structural equation modeling framework

Liu

Guo

Gao

et al. 2020

School Psychology International

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“…In addition to adding external validity to load theory, the findings suggest an important implication for daily life. Poor selective attention has been shown to have a negative effect on everyday life, not only in terms of increased risk of careless errors and accidents (as discussed in the introduction), but also in terms of academic failure; for example, teacher ratings of students' attention (but not ratings of other problems, such as anxiety or oppositional behavior) have been shown to predict diminished academic achievement (Rabiner, Murray, Schmid, & Malone, 2004). Our finding that high perceptual load in a task reduces distractibility for all people, regardless of their score on the CFQ, suggests that modifications of daily tasks so that they involve high perceptual load may prove very useful for everyone, even for people who are highly distractible.…”

Section: Discussionmentioning

confidence: 99%

High Perceptual Load Makes Everybody Equal

2007

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Perceptual load has been found to be a powerful determinant of distractibility in laboratory tasks. The present study assessed how the effects of perceptual load on distractibility in the laboratory relate to individual differences in the likelihood of distractibility in daily life. Sixty-one subjects performed a response-competition task in which perceptual load was varied. As expected, individuals reporting high levels of distractibility (on the Cognitive Failures Questionnaire, an established measure of distractibility in daily life) experienced greater distractor interference than did individuals reporting low levels. The critical finding, however, was that this relationship was confined to task conditions of low perceptual load: High perceptual load reduced distractor interference for all subjects, eliminating any individual differences. These findings suggest that the level of perceptual load in a task can predict whether individual differences in distractibility will be found and that high-load modifications of daily tasks may prove useful in preventing unwanted consequences of high distractibility.

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“…Of importance, it is not simply by preventing behavior problems that emotion-focused programs are thought to influence academic achievement. Behavior problems have relatively small associations with academic outcomes (Duncan et al, 2007; Rabiner, Murray, Schmid, & Malone, 2004). Rather, in theory, it is by promoting social–emotional competence and thereby helping to facilitate the development of executive function and self-regulation, and ultimately learning, that these programs are understood to affect school achievement.…”

Section: Averting School Failure Through the Promotion Of Self-regulamentioning

confidence: 99%

Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure

2008

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This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing selfregulation, school readiness, and school success.

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An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

Cited by 53 publications

References 21 publications

Investigating school children’s behavioral and emotional problems using pediatric symptoms checklist-17 in a structural equation modeling framework

Investigating school children’s behavioral and emotional problems using pediatric symptoms checklist-17 in a structural equation modeling framework

High Perceptual Load Makes Everybody Equal

Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure

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