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Inattention, hyperactivity/impulsivity, and mathematics: Exploring gender differences in a nonclinical sample.

Y Kuzmina1, A Ivanova1, G Kanonirs1

  • 1Institute of Education, HSE University, Moscow, Russia.

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|October 10, 2021
PubMed
Summary
This summary is machine-generated.

This study found that inattentiveness negatively impacts math achievement in children. While this effect lessened for boys over time, it remained constant for girls, highlighting gender differences in attention problems and academic outcomes.

Keywords:
ADHDAP behaviourGender gapHyperactivity/impulsivityInattentivenessMath achievement

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Neurodevelopmental Disorders

Background:

  • Attention problems, including inattentiveness and hyperactivity/impulsivity, are key features of attention deficit hyperactivity disorder (ADHD).
  • Understanding gender differences in attention problems and their impact on academic achievement is crucial for targeted interventions.
  • Previous research indicates a complex relationship between attention difficulties and academic performance, with varying results across genders.

Purpose of the Study:

  • To examine gender differences in inattentive and hyperactive/impulsive behaviors among Russian schoolchildren.
  • To investigate how these attention problems are associated with math achievement and its growth over time.
  • To determine if the association between attention problems and math achievement differs between boys and girls.

Main Methods:

  • A three-wave longitudinal study involving 958 schoolchildren (49% girls) was conducted.
  • Teachers rated children's inattentiveness and hyperactivity/impulsivity using the Behaviour Rating Scale (BRS).
  • Growth in math achievement was estimated, and its association with attention subscales was analyzed, controlling for gender.

Main Results:

  • Inattentiveness showed a negative association with math achievement, while hyperactivity/impulsivity had a positive association when inattentiveness was controlled.
  • The negative association between inattentiveness and math achievement was present in both boys and girls.
  • This association weakened over time for boys but remained stable for girls, indicating differing developmental trajectories.

Conclusions:

  • Inattentiveness poses a significant challenge to math achievement in both genders, but its impact diminishes for boys over early school years.
  • Gender-specific patterns in the longitudinal association between inattentiveness and math achievement suggest different developmental pathways.
  • These findings underscore the need for gender-sensitive approaches in addressing attention problems and supporting academic success in children.