Academic motivation decreases across adolescence for youth with and without attention-deficit/hyperactivity disorder: Effects of motivation on academic success / Zoe R. SMITH in Journal of Child Psychology and Psychiatry, 64-9 (September 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-9 (September 2023) . - p.1303-1313 Titre : Academic motivation decreases across adolescence for youth with and without attention-deficit/hyperactivity disorder: Effects of motivation on academic success Type de document : texte imprimé Auteurs : Zoe R. SMITH, Auteur ; Marcus FLAX, Auteur ; Stephen P. BECKER, Auteur ; Joshua M. LANGBERG, Auteur Article en page(s) : p.1303-1313 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background This longitudinal study examined growth trajectories of academic motivation in youth with and without attention-deficit/hyperactivity disorder (ADHD) across the important developmental transition from middle school to high school, and associations with academic success. Consistent with self-determination theory (SDT) of motivation, trajectories of amotivation, extrinsic motivation, and intrinsic motivation were modeled. Methods The study included a robust multi-method, multi-source assessment of academic outcomes, including homework performance ratings; reading and mathematics standardized test scores; and grade point average (GPA) obtained from school records. Participants included 302 adolescents (ages 12-14; Mage=13.20) in eighth grade who were specifically recruited so that approximately half (n=162) were diagnosed with ADHD and 140 adolescents comprising a comparison sample without ADHD. The sample was predominantly White (81.80%), with 7.90% identifying as bi/multiracial, 5.30% identifying as Black/African American, 4.60% identifying as Asian, and 0.30% identifying as Indigenous/Alaskan. Results Adolescents with ADHD had worse academic motivation at all timepoints. Growth curve analyses indicated the academic motivation of adolescents without ADHD decreased at faster rates across the transition to high school compared to adolescents with ADHD. However, for adolescents with ADHD, amotivation, extrinsic motivation, and intrinsic motivation each predicted GPA, with higher extrinsic and intrinsic motivation also predicting better homework performance and different aspects of math performance, whereas for youth without ADHD, only amotivation and extrinsic motivation predicted GPA. Conclusions Intervention and school policy implications are discussed, including the importance of fostering autonomy and internal motivation, and consideration of whether current ADHD interventions primarily foster extrinsic motivation. En ligne : https://doi.org/10.1111/jcpp.13815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 [article] Academic motivation decreases across adolescence for youth with and without attention-deficit/hyperactivity disorder: Effects of motivation on academic success [texte imprimé] / Zoe R. SMITH, Auteur ; Marcus FLAX, Auteur ; Stephen P. BECKER, Auteur ; Joshua M. LANGBERG, Auteur . - p.1303-1313. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-9 (September 2023) . - p.1303-1313 Index. décimale : PER Périodiques Résumé : Background This longitudinal study examined growth trajectories of academic motivation in youth with and without attention-deficit/hyperactivity disorder (ADHD) across the important developmental transition from middle school to high school, and associations with academic success. Consistent with self-determination theory (SDT) of motivation, trajectories of amotivation, extrinsic motivation, and intrinsic motivation were modeled. Methods The study included a robust multi-method, multi-source assessment of academic outcomes, including homework performance ratings; reading and mathematics standardized test scores; and grade point average (GPA) obtained from school records. Participants included 302 adolescents (ages 12-14; Mage=13.20) in eighth grade who were specifically recruited so that approximately half (n=162) were diagnosed with ADHD and 140 adolescents comprising a comparison sample without ADHD. The sample was predominantly White (81.80%), with 7.90% identifying as bi/multiracial, 5.30% identifying as Black/African American, 4.60% identifying as Asian, and 0.30% identifying as Indigenous/Alaskan. Results Adolescents with ADHD had worse academic motivation at all timepoints. Growth curve analyses indicated the academic motivation of adolescents without ADHD decreased at faster rates across the transition to high school compared to adolescents with ADHD. However, for adolescents with ADHD, amotivation, extrinsic motivation, and intrinsic motivation each predicted GPA, with higher extrinsic and intrinsic motivation also predicting better homework performance and different aspects of math performance, whereas for youth without ADHD, only amotivation and extrinsic motivation predicted GPA. Conclusions Intervention and school policy implications are discussed, including the importance of fostering autonomy and internal motivation, and consideration of whether current ADHD interventions primarily foster extrinsic motivation. En ligne : https://doi.org/10.1111/jcpp.13815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512

Do sluggish cognitive tempo symptoms improve with school-based ADHD interventions? Outcomes and predictors of change / Zoe R. SMITH in Journal of Child Psychology and Psychiatry, 61-5 (May 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-5 (May 2020) . - p.575-583 Titre : Do sluggish cognitive tempo symptoms improve with school-based ADHD interventions? Outcomes and predictors of change Type de document : texte imprimé Auteurs : Zoe R. SMITH, Auteur ; Joshua M. LANGBERG, Auteur Article en page(s) : p.575-583 Langues : Anglais (eng) Mots-clés : Sluggish cognitive tempo  attention-deficit  executive functioning  hyperactivity disorder  motivation  school-based interventions Index. décimale : PER Périodiques Résumé : BACKGROUND: Sluggish cognitive tempo (SCT) is a construct that includes symptoms of slowness, excessive daydreaming, and drowsiness. SCT is often comorbid with attention-deficit/hyperactivity disorder (ADHD), and SCT symptoms are associated with significant academic impairment above the influence of ADHD. Despite the overlap between ADHD and SCT and associated impairments, no studies have evaluated how evidence-based psychosocial interventions for adolescents with ADHD impact symptoms of SCT. METHODS: This study examined whether SCT symptoms improved in a sample of 274 young adolescents with ADHD who were randomly assigned to an organizational skills intervention, homework completion intervention, or to a waitlist control. SCT intervention response was evaluated broadly in all participants and, specifically, for participants in the clinical range for SCT symptom severity at baseline. Change in ADHD symptoms of inattention, executive functioning, and motivation were examined as potential predictors of improvement in SCT. RESULTS: The two intervention groups were collapsed together for analyses because there were no significant differences in change in SCT symptoms. Multilevel modeling results indicate that parent-reported SCT symptoms significantly decreased when comparing the intervention group to waitlist control (d = .410). For adolescents with parent-reported clinical levels of SCT, the decrease in symptoms was more pronounced (d = .517). Self-reported SCT symptoms produced null results, though effect size calculations showed small improvement for the full sample (d = .313) and for the high-SCT group (d = .384). Change in behavior regulation executive functioning (d = .247), metacognitive executive functioning (d = .346), and inattention (d = .230) predicted change in parent-reported SCT symptoms. CONCLUSIONS: Although not specifically designed to decrease SCT symptoms, the ADHD interventions evaluated in this study resulted in significant improvements in parent-reported SCT with small to moderate effect sizes. Clinical implications and future directions are discussed, including development of interventions for adolescents with high levels of SCT. En ligne : http://dx.doi.org/10.1111/jcpp.13149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Do sluggish cognitive tempo symptoms improve with school-based ADHD interventions? Outcomes and predictors of change [texte imprimé] / Zoe R. SMITH, Auteur ; Joshua M. LANGBERG, Auteur . - p.575-583. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-5 (May 2020) . - p.575-583 Mots-clés : Sluggish cognitive tempo  attention-deficit  executive functioning  hyperactivity disorder  motivation  school-based interventions Index. décimale : PER Périodiques Résumé : BACKGROUND: Sluggish cognitive tempo (SCT) is a construct that includes symptoms of slowness, excessive daydreaming, and drowsiness. SCT is often comorbid with attention-deficit/hyperactivity disorder (ADHD), and SCT symptoms are associated with significant academic impairment above the influence of ADHD. Despite the overlap between ADHD and SCT and associated impairments, no studies have evaluated how evidence-based psychosocial interventions for adolescents with ADHD impact symptoms of SCT. METHODS: This study examined whether SCT symptoms improved in a sample of 274 young adolescents with ADHD who were randomly assigned to an organizational skills intervention, homework completion intervention, or to a waitlist control. SCT intervention response was evaluated broadly in all participants and, specifically, for participants in the clinical range for SCT symptom severity at baseline. Change in ADHD symptoms of inattention, executive functioning, and motivation were examined as potential predictors of improvement in SCT. RESULTS: The two intervention groups were collapsed together for analyses because there were no significant differences in change in SCT symptoms. Multilevel modeling results indicate that parent-reported SCT symptoms significantly decreased when comparing the intervention group to waitlist control (d = .410). For adolescents with parent-reported clinical levels of SCT, the decrease in symptoms was more pronounced (d = .517). Self-reported SCT symptoms produced null results, though effect size calculations showed small improvement for the full sample (d = .313) and for the high-SCT group (d = .384). Change in behavior regulation executive functioning (d = .247), metacognitive executive functioning (d = .346), and inattention (d = .230) predicted change in parent-reported SCT symptoms. CONCLUSIONS: Although not specifically designed to decrease SCT symptoms, the ADHD interventions evaluated in this study resulted in significant improvements in parent-reported SCT with small to moderate effect sizes. Clinical implications and future directions are discussed, including development of interventions for adolescents with high levels of SCT. En ligne : http://dx.doi.org/10.1111/jcpp.13149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Intraindividual variability of sleep/wake patterns in adolescents with and without attention-deficit/hyperactivity disorder / Joshua M. LANGBERG in Journal of Child Psychology and Psychiatry, 60-11 (November 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-11 (November 2019) . - p.1219-1229 Titre : Intraindividual variability of sleep/wake patterns in adolescents with and without attention-deficit/hyperactivity disorder Type de document : texte imprimé Auteurs : Joshua M. LANGBERG, Auteur ; Rosanna P. BREAUX, Auteur ; Caroline N. CUSICK, Auteur ; C.D. GREEN, Auteur ; Zoe R. SMITH, Auteur ; Stephen J. MOLITOR, Auteur ; Stephen P. BECKER, Auteur Article en page(s) : p.1219-1229 Langues : Anglais (eng) Mots-clés : Actigraphy  adolescence  attention-deficit/hyperactivity disorder  day-to-day  interdaily  jet lag  night-to-night Index. décimale : PER Périodiques Résumé : BACKGROUND: Prior studies examining the sleep of adolescents with and without attention-deficit/hyperactivity disorder (ADHD) have relied on mean values such as average sleep duration, which masks intraindividual variability (IIV). The objective was to investigate whether adolescents with ADHD have greater IIV of sleep/wake patterns than adolescents without ADHD using actigraphy and daily sleep diaries. METHOD: Adolescents (ages 13.17 +/- 0.40 years; 45% female) with (n = 162) and without (n = 140) ADHD were recruited from middle schools at two sites. Participants wore actigraphs and completed sleep diaries for an average of 2 weeks. RESULTS: Multilevel models were conducted with sex, sleep medication use, ADHD medication use, number of days with data, and social jetlag controlled for in analyses. For actigraphy, adolescents with ADHD had greater variability for time in bed, sleep onset and offset, and wake after sleep onset than adolescents without ADHD. For sleep diary data, adolescents with ADHD had greater variability in bedtime, wake time, sleep duration, sleep onset latency, sleep quality, and night wakings than adolescents without ADHD. Social jetlag was a significant predictor of variability in sleep measures based on both actigraph and daily diaries; however, ADHD status was not associated with social jetlag. CONCLUSIONS: This is the first study to show that adolescents with ADHD have more variable sleep/wake patterns than their peers using both objective and subjective sleep measures. IIV of sleep/wake patterns may be important for clinicians to assess and monitor as part of treatment. Research is needed to understand the mechanisms underlying increased IIV of sleep/wake patterns in adolescents with ADHD and potential consequences for daytime functioning. En ligne : http://dx.doi.org/10.1111/jcpp.13082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Intraindividual variability of sleep/wake patterns in adolescents with and without attention-deficit/hyperactivity disorder [texte imprimé] / Joshua M. LANGBERG, Auteur ; Rosanna P. BREAUX, Auteur ; Caroline N. CUSICK, Auteur ; C.D. GREEN, Auteur ; Zoe R. SMITH, Auteur ; Stephen J. MOLITOR, Auteur ; Stephen P. BECKER, Auteur . - p.1219-1229. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-11 (November 2019) . - p.1219-1229 Mots-clés : Actigraphy  adolescence  attention-deficit/hyperactivity disorder  day-to-day  interdaily  jet lag  night-to-night Index. décimale : PER Périodiques Résumé : BACKGROUND: Prior studies examining the sleep of adolescents with and without attention-deficit/hyperactivity disorder (ADHD) have relied on mean values such as average sleep duration, which masks intraindividual variability (IIV). The objective was to investigate whether adolescents with ADHD have greater IIV of sleep/wake patterns than adolescents without ADHD using actigraphy and daily sleep diaries. METHOD: Adolescents (ages 13.17 +/- 0.40 years; 45% female) with (n = 162) and without (n = 140) ADHD were recruited from middle schools at two sites. Participants wore actigraphs and completed sleep diaries for an average of 2 weeks. RESULTS: Multilevel models were conducted with sex, sleep medication use, ADHD medication use, number of days with data, and social jetlag controlled for in analyses. For actigraphy, adolescents with ADHD had greater variability for time in bed, sleep onset and offset, and wake after sleep onset than adolescents without ADHD. For sleep diary data, adolescents with ADHD had greater variability in bedtime, wake time, sleep duration, sleep onset latency, sleep quality, and night wakings than adolescents without ADHD. Social jetlag was a significant predictor of variability in sleep measures based on both actigraph and daily diaries; however, ADHD status was not associated with social jetlag. CONCLUSIONS: This is the first study to show that adolescents with ADHD have more variable sleep/wake patterns than their peers using both objective and subjective sleep measures. IIV of sleep/wake patterns may be important for clinicians to assess and monitor as part of treatment. Research is needed to understand the mechanisms underlying increased IIV of sleep/wake patterns in adolescents with ADHD and potential consequences for daytime functioning. En ligne : http://dx.doi.org/10.1111/jcpp.13082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Later ("evening") circadian preference is associated with poorer executive, academic, and attentional functioning in adolescents with and without ADHD / Stephen P. BECKER in Journal of Child Psychology and Psychiatry, 66-1 (January 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-1 (January 2025) . - p.53-63 Titre : Later ("evening") circadian preference is associated with poorer executive, academic, and attentional functioning in adolescents with and without ADHD Type de document : texte imprimé Auteurs : Stephen P. BECKER, Auteur ; Aleah BROWN, Auteur ; Joshua M. LANGBERG, Auteur ; Dean W. BEEBE, Auteur Article en page(s) : p.53-63 Langues : Anglais (eng) Mots-clés : ADHD  academic performance  adolescence  chronotype  circadian preference  executive function Index. décimale : PER Périodiques Résumé : Background Adolescents vary considerably in their circadian phase preference; those with greater ?eveningness? (also known as ?night owls?) have later bedtimes, wake times, and peak arousal compared to those with greater ?morningness.? Prior research suggests that (a) greater eveningness is associated with worse academic, executive, and attentional functioning; and (b) adolescents with attention-deficit/hyperactivity disorder (ADHD) tend to be high in eveningness and to have deficits in these school-related constructs. However, few studies have examined circadian preference alongside two potential confounds?sleep duration and sleep quality?as predictors of daytime functioning, or whether the strength of associations differs across adolescents with and without ADHD. Methods Participants were 302 adolescents (Mage 13.17 years; 44.7% female; 81.8% White); approximately half (52%) had ADHD. A multi-method, multi-informant design was used. Specifically, adolescents reported on their circadian preference, school night sleep duration, and sleep quality. Adolescents provided ratings of their academic motivation (intrinsic, extrinsic, and amotivation) and were administered standardized achievement tests in reading and math. Adolescents and parents completed ratings of daily life executive functioning (behavioral, emotion, and cognitive regulation), and they and teachers also provided ratings of ADHD inattentive symptoms. Results Above and beyond sleep duration, sleep quality, and covariates (sex, family income, pubertal development, medication use), greater eveningness was uniquely associated with poorer academic, executive, and attentional functioning across most measures. Sleep quality was uniquely associated with a handful of outcomes, and sleep duration was not significantly uniquely associated with any outcome in the regression analyses. ADHD status did not moderate effects. Conclusions This study provides compelling evidence that poorer academic, executive, and attentional functioning are more closely associated with greater eveningness than with sleep duration or quality in adolescents. Findings suggest that targeting circadian preference may be important to reduce these problems in adolescents, especially in clinical samples such as ADHD for whom academic, executive, and attentional difficulties are exceptionally common. En ligne : https://dx.doi.org/10.1111/jcpp.14030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Later ("evening") circadian preference is associated with poorer executive, academic, and attentional functioning in adolescents with and without ADHD [texte imprimé] / Stephen P. BECKER, Auteur ; Aleah BROWN, Auteur ; Joshua M. LANGBERG, Auteur ; Dean W. BEEBE, Auteur . - p.53-63. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-1 (January 2025) . - p.53-63 Mots-clés : ADHD  academic performance  adolescence  chronotype  circadian preference  executive function Index. décimale : PER Périodiques Résumé : Background Adolescents vary considerably in their circadian phase preference; those with greater ?eveningness? (also known as ?night owls?) have later bedtimes, wake times, and peak arousal compared to those with greater ?morningness.? Prior research suggests that (a) greater eveningness is associated with worse academic, executive, and attentional functioning; and (b) adolescents with attention-deficit/hyperactivity disorder (ADHD) tend to be high in eveningness and to have deficits in these school-related constructs. However, few studies have examined circadian preference alongside two potential confounds?sleep duration and sleep quality?as predictors of daytime functioning, or whether the strength of associations differs across adolescents with and without ADHD. Methods Participants were 302 adolescents (Mage 13.17 years; 44.7% female; 81.8% White); approximately half (52%) had ADHD. A multi-method, multi-informant design was used. Specifically, adolescents reported on their circadian preference, school night sleep duration, and sleep quality. Adolescents provided ratings of their academic motivation (intrinsic, extrinsic, and amotivation) and were administered standardized achievement tests in reading and math. Adolescents and parents completed ratings of daily life executive functioning (behavioral, emotion, and cognitive regulation), and they and teachers also provided ratings of ADHD inattentive symptoms. Results Above and beyond sleep duration, sleep quality, and covariates (sex, family income, pubertal development, medication use), greater eveningness was uniquely associated with poorer academic, executive, and attentional functioning across most measures. Sleep quality was uniquely associated with a handful of outcomes, and sleep duration was not significantly uniquely associated with any outcome in the regression analyses. ADHD status did not moderate effects. Conclusions This study provides compelling evidence that poorer academic, executive, and attentional functioning are more closely associated with greater eveningness than with sleep duration or quality in adolescents. Findings suggest that targeting circadian preference may be important to reduce these problems in adolescents, especially in clinical samples such as ADHD for whom academic, executive, and attentional difficulties are exceptionally common. En ligne : https://dx.doi.org/10.1111/jcpp.14030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

A multi-method examination of sluggish cognitive tempo in relation to adolescent sleep, daytime sleepiness, and circadian preference / Joseph W. FREDRICK in Journal of Child Psychology and Psychiatry, 63-12 (December 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1658-1667 Titre : A multi-method examination of sluggish cognitive tempo in relation to adolescent sleep, daytime sleepiness, and circadian preference Type de document : texte imprimé Auteurs : Joseph W. FREDRICK, Auteur ; Kiley M. YEAMAN, Auteur ; Xiaoqian YU, Auteur ; Joshua M. LANGBERG, Auteur ; Stephen P. BECKER, Auteur Article en page(s) : p.1658-1667 Langues : Anglais (eng) Mots-clés : Adolescent  Female  Humans  Male  Attention Deficit Disorder with Hyperactivity  Research Design  Sluggish Cognitive Tempo  Sleep  Disorders of Excessive Somnolence  Adhd  adolescence  circadian function  circadian preference  daytime sleepiness Index. décimale : PER Périodiques Résumé : BACKGROUND: The field's understanding of the association between sluggish cognitive tempo (SCT) and sleep is severely limited by the lack of multi-method and multi-informant research designs that move beyond global ratings, often focused on a limited number of sleep-related domains, such as daytime sleepiness. The current study begins to address these limitations by using actigraphy, daily sleep diary, and self- and parent-report global ratings of sleep in adolescents, a developmental period marked by changes in SCT, sleep, and circadian function. As SCT and sleep are also associated with ADHD symptoms, we tested these associations in a sample of adolescents with and without ADHD. METHODS: Adolescents (N=302; M age=13.17 years, 44.7% female) with (n=162) and without ADHD (n=140) and parents completed global ratings of sleep and daytime sleepiness, and adolescents completed a measure of circadian preference. Adolescents also wore actigraphs for approximately two weeks, during which daily diaries were completed. RESULTS: Above and beyond demographic characteristics (i.e., sex, race, and family income), pubertal development, medication use, and ADHD group status, adolescents' self-reported SCT symptoms were uniquely associated with shorter sleep duration and later sleep onset per both actigraphy and daily diary. SCT symptoms were also uniquely associated with longer sleep onset latency and poorer overall sleep (per daily diary), more sleep/wake problems and daytime sleepiness (per adolescent rating), more difficulties initiating and maintaining sleep (per parent rating), and later eveningness preference (per adolescent rating). Nearly all significant effects remained in sensitivity analyses controlling for adolescent- or parent-reported ADHD symptom dimensions. CONCLUSIONS: Findings provide the strongest evidence to date for SCT being uniquely linked to poorer sleep, greater daytime sleepiness, and a later evening circadian preference across subjective and objective measures. Longitudinal studies are needed to evaluate predictive and bidirectional associations. En ligne : http://dx.doi.org/10.1111/jcpp.13568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] A multi-method examination of sluggish cognitive tempo in relation to adolescent sleep, daytime sleepiness, and circadian preference [texte imprimé] / Joseph W. FREDRICK, Auteur ; Kiley M. YEAMAN, Auteur ; Xiaoqian YU, Auteur ; Joshua M. LANGBERG, Auteur ; Stephen P. BECKER, Auteur . - p.1658-1667. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1658-1667 Mots-clés : Adolescent  Female  Humans  Male  Attention Deficit Disorder with Hyperactivity  Research Design  Sluggish Cognitive Tempo  Sleep  Disorders of Excessive Somnolence  Adhd  adolescence  circadian function  circadian preference  daytime sleepiness Index. décimale : PER Périodiques Résumé : BACKGROUND: The field's understanding of the association between sluggish cognitive tempo (SCT) and sleep is severely limited by the lack of multi-method and multi-informant research designs that move beyond global ratings, often focused on a limited number of sleep-related domains, such as daytime sleepiness. The current study begins to address these limitations by using actigraphy, daily sleep diary, and self- and parent-report global ratings of sleep in adolescents, a developmental period marked by changes in SCT, sleep, and circadian function. As SCT and sleep are also associated with ADHD symptoms, we tested these associations in a sample of adolescents with and without ADHD. METHODS: Adolescents (N=302; M age=13.17 years, 44.7% female) with (n=162) and without ADHD (n=140) and parents completed global ratings of sleep and daytime sleepiness, and adolescents completed a measure of circadian preference. Adolescents also wore actigraphs for approximately two weeks, during which daily diaries were completed. RESULTS: Above and beyond demographic characteristics (i.e., sex, race, and family income), pubertal development, medication use, and ADHD group status, adolescents' self-reported SCT symptoms were uniquely associated with shorter sleep duration and later sleep onset per both actigraphy and daily diary. SCT symptoms were also uniquely associated with longer sleep onset latency and poorer overall sleep (per daily diary), more sleep/wake problems and daytime sleepiness (per adolescent rating), more difficulties initiating and maintaining sleep (per parent rating), and later eveningness preference (per adolescent rating). Nearly all significant effects remained in sensitivity analyses controlling for adolescent- or parent-reported ADHD symptom dimensions. CONCLUSIONS: Findings provide the strongest evidence to date for SCT being uniquely linked to poorer sleep, greater daytime sleepiness, and a later evening circadian preference across subjective and objective measures. Longitudinal studies are needed to evaluate predictive and bidirectional associations. En ligne : http://dx.doi.org/10.1111/jcpp.13568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment / Joshua M. LANGBERG in Journal of Clinical Child & Adolescent Psychology, 39-2 (March-April 2010)  

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Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder / Joshua M. LANGBERG in Journal of Clinical Child & Adolescent Psychology, 40-4 (July-August 2011)  

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Predictors of executive function trajectories in adolescents with and without ADHD: Links with academic outcomes / Delshad M. SHROFF in Development and Psychopathology, 36-3 (August 2024)  

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Prospective association between evening circadian preference and academic functioning in adolescents: the role of daytime sleepiness / Joseph W. FREDRICK in Journal of Child Psychology and Psychiatry, 64-1 (January 2023)  

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Prospective impact of COVID-19 on mental health functioning in adolescents with and without ADHD: protective role of emotion regulation abilities / Rosanna P. BREAUX in Journal of Child Psychology and Psychiatry, 62-9 (September 2021)  

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Sleep and daytime sleepiness in adolescents with and without ADHD: differences across ratings, daily diary, and actigraphy / Stephen P. BECKER in Journal of Child Psychology and Psychiatry, 60-9 (September 2019)  

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The Transition to Middle School is Associated with Changes in the Developmental Trajectory of ADHD Symptomatology in Young Adolescents with ADHD / Joshua M. LANGBERG in Journal of Clinical Child & Adolescent Psychology, 37-3 (July-September 2008)  

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