We examined developmental trajectories of attention-deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N = 749; 79% boys; 63% White, 17% non-Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec), participants were originally enrolled between 1994 and 1998 at ages 7 to 9.9 and followed up through 2012 (M_age = 25 at final follow-up). Adolescents who eventually enrolled in PSE had less severe symptoms, but differences were modest and trajectories were similar over time. For all adolescents, standardized achievement trajectories declined up to two thirds of a standard deviation from ages 9 to 17. By the end of high school, the average GPA of adolescents with ADHD was three quarters of a point higher for those who eventually enrolled in PSE compared to those who did not. Overall, school performance mattered more than academic achievement for understanding eventual enrollment of adolescents with ADHD.

中文翻译：

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患有和未患有儿童注意力缺陷/多动障碍 (ADHD) 的青少年接受高等教育的途径：症状和学业轨迹的纵向分析

我们检查了注意力缺陷/多动障碍 (ADHD) 症状的发展轨迹、标准化成就和学习成绩，以及患有和未患有 ADHD 的青少年接受和未接受高等教育的情况（PSE；N = 749；79% 男孩；63  %白人、17% 的非西班牙裔黑人、10% 的西班牙裔和 10% 的其他种族）。在一项多地点研究（在纽约、北卡罗来纳、宾夕法尼亚、加利福尼亚和魁北克招募）中，参与者最初是在 1994 年至 1998 年间招募的，年龄在 7 至 9.9 岁之间，并随访至 2012 年（M_年龄= 25 在最后的后续行动）。最终参加 PSE 的青少年症状较轻，但随着时间的推移差异不大，轨迹相似。对于所有青少年，标准化成就轨迹从 9 岁到 17 岁下降了标准偏差的三分之二。到高中结束时，患有 ADHD 的青少年的平均 GPA 比最终参加 PSE 的青少年高四分之三点与那些没有的人相比。总的来说，对于了解患有多动症的青少年最终入学情况而言，学业成绩比学业成绩更重要。