A Systematic Review of Literatures on Factors Associated with Educational and Academic Performance in Attention Deficit Hyperactivity Disorder

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) has been shown to impair major life activities including educational functioning. However, there is no consensus on the specific cause for the impact on this worse educational outcome. This systematic review aims to identify factors that have been associated with educational and academic underperformance of children and adolescents with ADHD. A literature search was conducted using PubMed and the PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The study focused on articles presenting results of data-based analyses related to ADHD and keywords related to education. The search resulted in 376 records that were screened by title. Of these, 185 articles were screened by abstract and 35 met the eligibility criteria for inclusion in the review. These 35 articles were related to seven domains: educational training, educational environment, pharmacological treatment, ADHD symptoms, associations of ADHD with academic outcomes, self-concept, and specific skills. The main source of educational challenges seems to be related to the inattentive symptoms (or subtype) of ADHD. This outcome is different than expected, since hyperactive symptoms are pronounced more prominently and often refer children to clinical practice. Inattentive symptoms amongst others refer to difficulties in organization skills and can lead to decreased self-efficacy and development of depressive symptoms. This decreased self-efficacy and the depressive symptoms were also found to be related to influence the relation between ADHD and academic perfor-* Corresponding author.A. van der Kolk et al. 165mance. Educational outcomes were shown to be improved using small group work, learning via a computer-based service and as a result of coaching and pharmacological treatment. To help children and adults achieve educational goals that now are out of reach, more attention should be spent to the inattentive symptoms of ADHD and possibilities to overcome experienced problems.

The Effect of Mobile Seamless Based on Multicultural Education Towards The Enhancement of Learning Outcomes Moderated by Academic Self-Efficacy

“…Utami, (2017) revealed that academic self-efficacy is an individual's belief that they can successfully reach a predetermined level by completing academic tasks or achieving specific academic goals. Bandura, in (Kolk et al, 2015), states that academic self-efficacy can be defined as the belief that a person has about his or her ability or competence to direct motivation, cognitive abilities, and take the necessary actions to do assignments, achieve goals, and overcome academic challenges. Students with low self-efficacy in learning can avoid many learning tasks, especially those that are challenging.…”

Estudo comparativo de registros actigráficos em três pacientes com Transtorno de Déficit de Atenção e Hiperatividade (TDAH)

“…Além disto, o déficit de atenção tem sido pouco considerado nestas pesquisas que salientam a hiperatividade e sabemos que este traço clínico do TDAH tem papel preponderante na performance escolar e no autoengajamento. 35,62 Em face a diferentes pesquisas e a necessidade de demonstrar com mais detalhes a avaliação actigráfica em pacientes com TDAH em fase não--medicada e medicada, expondo todos os parâmetros e medições primordiais, o objetivo deste trabalho foi observar as variáveis deste método e suas contribuições na evolução clínica obtidas por tempo prolongado em 3 estudos de caso clínico únicos.…”

“…Além disto, outros sinais clínicos do TDAH tem sido descritos como morbidamente expressivos, como os comportamentos disruptivos emocionais, labilidade emocional, dificuldade de lidar com recompensas tardias, aversão à espera, temperamento explosivo frente a negativas ou às mudanças de estratégias previamente combinadas 3 . Leva, por extensão, maior risco de ocasionar desajustes no relacionamento com amigos e integrantes da família, baixa auto--estima e prejuízos sociais e acadêmicos tanto na escola quanto em tarefas do cotidiano , 35,39 .…”