Table 3.

Structural equation model examining CDS and ADHD inattentive symptoms in relation to academic functioning

Variables	Self-reported CDS	Parent-reported CDS	Teacher-reported CDS	Parent/ teacher ADHD-IN†
PR homework performance	−0.15*	−0.32***	−0.04	−0.50***
TR homework performance	0.01	−0.01	−0.46***	−0.58***
GPA	−0.07	−0.09	−0.23***	−0.51***
WIAT basic reading	−0.01	−0.03	0.02	−0.14*
WIAT numerical operations	−0.10	−0.03	−0.04	−0.29***
WIAT math fluency	−0.24***	−0.13*	−0.01	−0.28***
Self-report daily motivation	−0.38***	−0.11	−0.14*	−0.15**
Teacher-report daily motivation	0.08	0.13*	−0.39***	−0.53***
Covariates
Medication	0.22***	−0.31***	0.22***	0.26***
Sex	0.16**	−0.04	−0.09	−0.17**
Family income	−0.20***	−0.21***	−0.15*	−0.29***

For all academic variables, higher scores indicate better/higher academic performance/functioning. Standardized effect sizes are reported for each model. ADHD-IN attention-deficit/hyperactivity disorder inattention CDS cognitive disengagement syndrome, GPA grade point average, PR parent-report, TR teacherreport, WIAT Wechsler Individual Achievement Test Third Edition

^†As described in Methods, a composite of parent- and teacher-reported ADHD-IN symptoms was used as a predictor variable in the models examining self-, parent-, and teacher-reported CDS in relation to academic functioning. The coefficients reported in the table are the range across the three models. See Supplemental Table S1 for the specific coefficient values the ADHD-IN symptom composite had in each model