Effects of Different Functions of Attention on School Grades in Primary School Children
Panayiota Metallidou, Amaryllis-Chryssi Malegiannaki, Konstantinopoulou Eleni, Grigoris Kiosseoglou

The present study aimed at exploring the effects of distinct attention functions on school grades in primary school children. The sample consisted of 208 Greek primary school children (2nd up to 6th grade) of both genders. The participants were examined individually with the Test of Attentional Performance for Children (KITAP). KITAP is a non-verbal computerized test battery designed to assess a variety of attention functions in children (e.g., selective, divided, sustained attention, flexibility). Performance in Language, Mathematics and Average mean performance was rated by the teachers. Vocabulary and working memory measures from WISC were used as control variables. The hierarchical regression analyses results provide empirical evidence for the a unique contribution of distractibility, alertness, sustained attention, divided attention, and inhibitory control scores to school grades after controlling for the effect of gender and verbal intelligence scores. Attention errors, omissions of critical stimuli, and variability scores were found to be the most sensitive indices for predicting school grades. Educational implications are discussed.

Full Text: PDF     DOI: 10.15640/jehd.v5n3a8