COVID-19 Resulted in Lower Grades for Male High School Students and Students with ADHD
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| Title: | COVID-19 Resulted in Lower Grades for Male High School Students and Students with ADHD |
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| Language: | English |
| Authors: | Breaux, Rosanna (ORCID |
| Source: | Grantee Submission. 2022. |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A160126 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | 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 |
| Assessment and Survey Identifiers: | Academic Motivation Scale |
| DOI: | 10.1177/10870547211044211 |
| 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.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED628566 |
| Database: | ERIC |
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| 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.] |
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| DOI: | 10.1177/10870547211044211 |
