Children with Behavioral Problems in the First Grade of Russian School: Similarities and Differences

Ekaterina Orel () and Alena Kulikova ()
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Alena Kulikova: National Research University Higher School of Economics

HSE Working papers from National Research University Higher School of Economics

Abstract: Recent research indicates that behavioral problems may lead to low academic performance. The present study is aimed to discover, what differences exist between primary school students who meet a sufficient number of ADHD (Attention Deficit Hyperactivity Disorder) criteria and those who do not experience any behavioral problems, in terms of academic achievements in reading and mathematics, annual progress in these subjects and personal, social and emotional development, based on the Russian sample of first-graders. This paper is a part of Russian iPIPS project and the instruments developed as part of this study were used. The sample consists of 3021 first-graders from two big regions of the Russian Federation. The results showed significant differences in both cognitive and social-emotional development but no differences in annual progress. The absence of differences in progress means that the development of children with behavior problems within the school system goes with the same speed but from the lower start level compared to other children. The results of the study provide important knowledge for the teachers and open a large area of further investigations in the field of ADHD in Russian school settings

Keywords: behavioral problems; ADHD; first-graders; primary school; iPIPS; cognitive development; social and emotional development (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Pages: 19 pages
Date: 2016
New Economics Papers: this item is included in nep-cis, nep-edu, nep-neu and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Published in WP BRP Series: Science, Psychology / PSY, December 2016, pages 1-19

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