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Acta Psychiatr Scand. 2010 Oct;122(4):271-84. doi: 10.1111/j.1600-0447.2010.01568.x. Epub 2010 Jun 28.

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

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  • 1Department of Biological Psychology, VU University Amsterdam, Amsterdam, the Netherlands. tinca.polderman@cncr.vu.nl

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.

PMID:
20491715
[PubMed - indexed for MEDLINE]
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