COVID-19 Resulted in Lower Grades for Male High School Students and Students with ADHD

Autor/inn/en	Breaux, Rosanna; Dunn, Nicholas C.; Langberg, Joshua M.; Cusick, Caroline N.; Dvorsky, Melissa R.; Becker, Stephen P.
Titel	COVID-19 Resulted in Lower Grades for Male High School Students and Students with ADHD
Quelle	(2022), (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Breaux, Rosanna) ORCID (Dunn, Nicholas C.) ORCID (Langberg, Joshua M.) ORCID (Cusick, Caroline N.) ORCID (Dvorsky, Melissa R.) ORCID (Becker, Stephen P.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/10870547211044211
Schlagwörter	High School Students; Males; Attention Deficit Hyperactivity Disorder; COVID-19; Pandemics; Low Achievement; Grade Point Average; Low Income Students; Blacks; African American Students; At Risk Students; Academic Support Services; Electronic Learning; Distance Education; Homework; Student Motivation; Learning Motivation; Academic Motivation Scale + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Unterdurchschnittliche Leistung; Black person; Schwarzer; African Americans; Afroamerikaner; Distance study; Distance learning; Fernunterricht; Hausaufgabe; Schulische Motivation; Motivation for studies; Lernmotivation
Abstract	Objective: Researchers have speculated that the COVID-19 pandemic may expand the academic performance gap experienced by at-risk students. We examined learning experiences during the 2020-2021 school year and the impact the pandemic has had on high school student grade point average (GPA), including predictors of change in GPA from 2019-2020 to 2020-2021. Method: Participants were 238 adolescents (55.5% male), 49.6% with attention-deficit/hyperactivity disorder (ADHD), in the United States. Adolescents reported on their GPAs via online surveys. Results: GPA significantly decreased on average from 2019-2020 to 2020-2021 school year. ADHD status and biological sex significantly moderated change--students with ADHD and male students reported decreased GPA, whereas students without ADHD and female students' GPA did not change. Low income and Black/Latinx students had lower GPAs in both school years. Conclusion: It is imperative that additional supports be provided for at-risk students to help them catch up on missed learning during the pandemic. [This paper was published in "Journal of Attention Disorders" v26 p1011-1017 2022.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01