000			01907nam a22002417a 4500
005			20231025144618.0
008			231025b ph ||||| |||| 00| 0 eng d
022			_a0013-5984
040			_cOCT
100			_aKuzmina, Yulia
240			_aThe Elementary School Journal / _hJune 2023
245			_aAcademic achievement of first graders with inattentiveness and hyperactivity in classes with various academic compositions / _cYulia Kuzmina, Alina Ivanova, & Ilya Denisov
260			_aChicago, IL : _bThe University of Chicago Press, _c2023
300			_aVol 123(4) : pages 538-562
505			_aVarious factors at the individual and school levels contribute to the impairment of academic achievement. We examined whether academic class composition, measured as average class achievement and class heterogeneity (variance in achievement and hyperactivity/impulsivity with academic achievement. Data from a two-wave longitudinal study of Russian first graders (N = 2605, 51% girls) were used. Two-level regression analysis revealed inattentiveness to be negatively associated with math and reading achievement and hyperactivity/impulsivity to be positively associated with achievement but only under the control of inattentiveness. The results reveal that the associations for inattentiveness and hyperactivity/impulsivity with math achievement did not vary in classes of different academic compositions. However, the negative effect of inattentiveness on reading decreased in classes with high average achievement. The results also demonstrated that, controlled for inattentiveness, hyperactivity had a stronger positive association with reading in heterogeneous, rather that homogenous, claasses.
650			_aAcademic achievement
653			_aInatentiveness
653			_aHyperactivity
653			_a/impulsivity
700			_aIvanova, Alina
700			_aDenisov, Ilya
942			_2ddc _cCR _n0
999			_c9269 _d9269