The effect of academic self-concept on ADHD and antisocial behaviors in early adolescence

Using structural equation modeling techniques, we evaluated the effect of a cademic self-concept (ASC) on the development of attention-deficit/hyperact ivity disorder (ADHD) and antisocial behaviors in early adolescence. Partic ipants (n = 445) were recruited from the Dunedin Multidisciplinary Health a nd Development Research study. Eligibility was determined by the presence o f complete data for the following variables at the specified time periods: reading at age 7, teacher reports of ADHD and antisocial behaviors at age 7 , self-ratings of ASC at ages 9 and 11, and teacher reports of ADHD and ant isocial behaviors at age 13. The results indicated that ASC is an important construct that directly contributes to the development of antisocial behav iors rather than to symptoms of ADHD. The results also indicated that child ren's, early history of behavioral problems and academic performance contri bute to the development of a more robust understanding of the impact of ASC on the development of disruptive behaviors in early adolescence.