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Journal of Emotional and Behavioral Disorders
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Relationships Between Problem Behaviors and Academic Achievement in Adolescents

The Unique Role of Attention Problems

Alvaro Q. Barriga

Seton Hill College, barriga{at}setonhill.edu

Jeffrey W. Doran

Foster Care and Adoption Program for Adelphoi Village

Stephanie B. Newell

Seton Hill College

Elizabeth M. Morrison

Indiana University of Pennsylvania

Victor Barbetti

Duquesne University

Brent Dean Robbins

Duquesne University

Numerous studies have documented relationships between a variety of problem behaviors and academic achievement measures. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth.This study addressed the relationships between 8 teacher-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior) and standardized measures of academic achievement (overall, reading, spelling, arithmetic, performance). The sample comprised 41 boys and 17 girls ages 11 to 19 years (M = 15.02, SD = 1.90) enrolled in an alternative school. Although withdrawn, somatic complaints, delinquent behavior, and aggressive behavior syndromes exhibited significant zero-order correlations with the academic achievement measures, each of these relationships was mediated by attention problems. A post hoc analysis suggested that the observed association between attention problems and academic achievement was primarily due to the inattention component of the syndrome rather than the hyperactivity—impulsivity component.The findings are discussed with reference to theoretical, research, and treatment implications.

Journal of Emotional and Behavioral Disorders, Vol. 10, No. 4, 233-240 (2002)
DOI: 10.1177/10634266020100040501
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J. Ron Nelson, G. J. Benner, S. Neill, and S. A. Stage
Interrelationships Among Language Skills, Externalizing Behavior, and Academic Fluency and Their Impact on the Academic Skills of Students With ED
Journal of Emotional and Behavioral Disorders, January 1, 2006; 14(4): 209 - 216.
[Abstract] [PDF]