• Users Online: 3890
  • Home
  • Print this page
  • Email this page
Home Current issue Archives Ahead of print Search Subscribe Instructions Submit article About us Editorial board Contacts Login 
ORIGINAL ARTICLE
Year : 2021  |  Volume : 42  |  Issue : 1  |  Page : 23-28

Relation between executive function and academic achievement among children diagnosed with attention deficit and hyperactivity disorder


Department of Neurology and Psychiatry, Alexandria University, Alexandria, Egypt

Correspondence Address:
MD Heba E Abou El Wafa
Department of Psychiatry, Alexandria University, Alexandria, Zip Code 002
Egypt
Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ejpsy.ejpsy_36_20

Rights and Permissions

Background In spite of decades of progress in understanding attention-deficit hyperactivity disorder (ADHD) as a disorder of executive functions (EFs), there have been no significant number of studies exploring this executive dysfunction’s effects on a child’s daily life, more specifically the academic achievement domain, and it was long hypothesized that EFs affect child school performance and learning ability. Therefore, the identification of early, modifiable predictors of achievement can help guide efforts to improve the long-term success of many children and adolescents and to develop individualized educational strategies aimed at assisting children who struggle academically. Patients and methods This study examined different EF domains in a sample (N=100) of drug-naïve children aged 6–13 and having ADHD using the Barkley Deficits In Executive Functioning Scale-Children and Adolescents (BDEFS-CA). Moreover, all children were subjected to structured psychiatric interview as well as intelligence quotient testing and Conners’ parent rating scale. Relations between complex EF and academic achievement were examined. Results Academic performance was highly correlated with intelligence quotient, whereas there is no significant difference between different subtypes of ADHD and EFs. The correlation between Conners’ scale score signifying ADHD symptoms severity and academic achievement was insignificant. Finally, self-motivation EFs showed the highest significant correlation, suggesting a domain-general relation between complex EF and academic achievement. Conclusion Self-motivation is the main EF correlated with academic achievement in children with ADHD, and developing individualized educational programs for those children will improve scholastic achievement.


[FULL TEXT] [PDF]*
Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)
 

 Article Access Statistics
    Viewed1444    
    Printed92    
    Emailed0    
    PDF Downloaded104    
    Comments [Add]    

Recommend this journal