The impact of inattention, hyperactivity/impulsivity symptoms, academic achievement, and gender on the self-esteem: a study of children in Japanese elementary schools

Figures & data

Table 1. Gender-related differences in inattention, hyperactivity/ implusivity, academic achievement, self-esteem, school ­experiences, and perceived social support.

	Boys		Girls		t- Value
	Mean	SD	Mean	SD
inattetion	5.57	4.55	4.43	4.47	1.55
hyperactivity/impulsivity	2.26	2.81	1.24	1.56	2.79**
academic achievement	7.13	2.01	7.23	2.40	−0.26
self-esteem
academic skills	18.29	3.66	17.31	4.57	1.43
athletic skills	16.43	3.93	15.63	4.35	1.18
global self worth	17.26	4.34	16.50	4.64	1.03
school experiences
academic	3.00	2.74	2.76	2.89	0.51
friends	4.89	3.17	3.55	3.13	2.59**
perceived social support
father	44.62	11.82	45.75	10.80	−0.61
mother	49.56	9.36	52.06	8.41	−1.73
teacher	40.90	10.11	37.71	10.58	1.87*
friend	48.06	10.29	52.21	8.01	−2.78**

* p < .05. **p < .01.

Table 2. Partial Correlations between inattation, hyperactivity/implusivity, academic achievement, school-related experiences, perceived social-support, and self-esteem in boys and girls.

	IA	HI	AA	AE	FE	FS	MS	TS	BS	self-esteem academic skills	self-esteem athletic skills	self-esteem global self worth
inattetion: IA	–	0.73**	−0.21	0.03	0.19	−0.07	−0.02	−0.02	−0.18	−0.10	−0.22	−0.12
hyperactivity/implusivity: HI	0.60**	–	0.00	−0.06	0.00	0.03	0.09	0.19	0.12	0.09	−0.03	−0.04
academic achievement: AA	−0.49**	−0.25*	–	−0.47**	−0.01	0.31**	0.24*	0.33**	0.31**	0.49**	−0.05	0.08
academic-related experinces: AE	0.45**	0.14	−0.50**	–	0.12	−0.19	−0.07	−0.10	−0.22	−0.75**	−0.21	−0.21
friends-related experiences: FE	0.25*	0.22	−0.05	0.20	–	−0.47**	−0.34**	−0.46**	−0.49**	−0.23	−0.21	−0.39**
perceived social supports from father: FS	−0.29**	−0.43**	−0.01	−0.30**	−0.29**	–	0.61**	0.41**	0.41**	0.38**	0.08	0.40**
perceived social supports from mother: MS	−0.29**	−0.12	0.24*	−0.36**	−0.26*	0.39**	–	0.42**	0.51**	0.20	−0.05	0.21
perceived social supports from teacher: TS	−0.15	−0.20	0.07	−0.22	−0.41**	0.37**	0.22	–	0.57**	0.26*	0.05	0.23
perceived social supports from a friend: BS	−0.13	−0.03	0.03	−0.16	−0.36**	0.28**	0.46**	0.40**	–	0.34**	0.23	0.23
self-esteem: academic skills	−0.33**	−0.11	0.61**	−0.71**	−0.22	0.15	0.37**	0.22	0.22*	–	0.44**	0.42**
self-esteem: athletic skills	−0.15	0.00	0.05	−0.29**	−0.04	0.09	0.19	0.13	0.13	0.34**	–	0.41**
self-esteem: global self worth	−0.13	0.03	0.28*	−0.47**	−0.19	0.32**	0.54**	0.20	0.23*	0.59**	0.27*	–

Correlation for boys are above the diagonal and correlations for girls are below the diagonal.

* p < .05; **p < .01.

Table 3. Multiple regression analysis of inattention, hyperactivity/impulsivity, academic achievement, predicting self-esteem in boys and girls.

	Boys				Girls
	B	SE	β	t	B	SE	β	t
self-esteem (academic skills)		F (3,66) = 8.118**; R^2 = 0.270				F (3,76) = 13.894**; R^2 = 0.354
inattention	−0.127	0.126	−0.157	−1.006	−0.162	0.140	−0.159	−1.158
hyperactivity/impulsivity	0.267	0.199	0.204	1.343	0.217	0.347	0.074	0.625
academic achievement	0.842	0.204	0.461	4.136**	0.983	0.213	0.517	4.612**
self-esteem (athletic skills)		F (3,66) = 3.088*; R^2 = 0.123				F (3,76) =1.064; R^2 = 0.040
inattention	−0.444	0.148	−0.515	−3.005**	−0.289	0.163	−0.297	−1.776
hyperactivity/impulsivity	0.517	0.233	0.370	2.216*	0.359	0.403	0.129	0.891
academic achievement	−0.346	0.239	−0.177	−1.449	−0.252	0.248	−0.139	−1.019
self-esteem (global self worth)		F (3,66) = 0.235; R^2 = 0.011				F (3,76) = 2.128; R^2 = 0.077
inattention	−0.137	0.174	−0.143	−0.787	−0.124	0.170	−0.120	−0.729
hyperactivity/impulsivity	0.139	0.274	0.090	0.509	0.455	0.421	0.153	1.083
academic achievement	0.001	0.281	0.001	0.004	0.440	0.259	0.228	1.700

* p < .05; **p < .01.

Data availability statement

The datasets used and/or analyzed while conducting the current study are available from the corresponding author upon reasonable request.