Relationship between ADHD Markers and Self-Perceived Stress: Influences on Academic Performance in Preadolescents

Carlos Valiente-Barroso


The symptoms associated with Attention Deficit with Hyperactivity Disorder (ADHD), included in its different specific subtypes involves cognitive, emotional and behavioral changes leading to relationship and learning difficulties in school settings. Likewise, the impact of stress on academic performance, perceived by the students themselves on various life aspects, has been detected. A sampling of primary school pupils underwent the following tests: Testing Perception of Differences (Faces-R), Children Daily Stress Inventory (CDEI), and Assessment of Attention Deficit Hyperactivity Disorder (ADHD). At the same time, the academic outcomes provided were gathered by the education center management team by selecting Mathematics and Spanish Language grades as curricular points of reference. Among the data gathered, we can stand out the correlation among the different stress indexes and ADHD symptoms estimated from teachers and gathered from objective parameters. At the same time, the relation of these factors over academic performance is therefore confirmed. Finally, the attention estimation data validate the judgment rendered by teachers, which is consistent with the objective performance shown by pupils.

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Journal of Educational and Developmental Psychology   ISSN 1927-0526 (Print)   ISSN 1927-0534 (Online)

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