| Many studies have explored the impact of attention deficit/hyperactivity disorder (ADHD) on academic performance, yet only one previous meta-analysis attempted to quantitatively summarize this body of literature. The present meta-analysis examined studies that compared the academic performance of participants enrolled in kindergarten through high school (aged 5-21) with ADHD to participants who were not diagnosed with ADHD. Studies included in this meta-analysis utilized a between-group design and were completed or published between 2006 and 2014. Thirty-one studies met the inclusion criteria, which resulted in 58 non-redundant effect sizes. The analysis revealed an overall effect size in the large range (g = -0.903, p < 0.000); examination of moderators (age, gender, IQ, assessment method, comorbid conditions, academic domain, and publication status) revealed that they had significant impacts on effect size magnitude. These results are consistent with the previous meta-analytic examination of this topic, yet provide insight into a wider array of moderating factors. Future research should incorporate a greater variety of academic measures, and further explore the moderating influence of IQ and comorbid conditions. |
