Download - “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters
![Page 1: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/1.jpg)
“WHY CAN’T YOU SIT STILL?:” HYPERACTIVITY AND SCHOOLING OUTCOMES FOR CANADIAN BROTHERS AND SISTERSKelly Chen, Nicole Fortin, Philip Oreopoulos and Shelley Phipps
![Page 2: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/2.jpg)
This research is being conducted as part of the Canadian Institute for Advanced Research (CIFAR) Programme on Social Interactions, Identity and Well-Being
We thank CIFAR for funding support and Heather Hobson of the Atlantic Research Data Centre for vetting our output
![Page 3: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/3.jpg)
Motivation Young women now constitute the
majority of undergraduates on most Canadian campuses
Young women have caught up with and surpassed young men in terms of educational attainment In 2008, 36.5 percent of Canadian
women aged 25 to 29 had a university degree compared to 24.1 percent of young men (Drolet, 2011)
![Page 4: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/4.jpg)
Research Questions What are the roots of this
phenomenon? Are gender differences in educational
outcomes apparent from the beginning?
If gender differences already evident for young children, why is this so?
Could a greater tendency to hyperactivity for boys be part of the story?
![Page 5: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/5.jpg)
Conceptualizing “Educational Outcomes”
Test scores important, not the full story
Also important is the development of an identity as a student (Akerlof and Kranton, 2000; 2010) Attitudes toward school? Liking for school? Aspirations?
![Page 6: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/6.jpg)
A role for hyperactivity? Children with ADHD have lower test
scores and are more likely to repeat a grade at school (Currie and Stabile, 2006)
Epidemiological literature clear that boys are more hyperactive than girls
![Page 7: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/7.jpg)
More hyperactive children may find it harder to be the “ideal student;” to fit in nicely with the social environment of the classroom
They may find it harder to sit still and concentrate
They may get in trouble more, do less well, be less motivated
![Page 8: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/8.jpg)
Hasn’t this always been true? Trend data on ADHD surprisingly limited, but some
evidence of increases in ADHD (Perrin et al., 2007) Norms/expectations of young school children may
have changed School environments less accepting of ‘boisterous’
behaviour (cuts to physical education, no ‘rough-housing’ on the playground)?
Serious work (reading) started younger? If so, long-standing gender differences in
hyperactivity levels may have become more problematic
![Page 9: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/9.jpg)
*** not necessarily only clinical levels of hyperactivity that are important
Currie and Stabile, 2006 find parent reports of hyperactivity are associated with lower test scores well below clinical thresholds
![Page 10: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/10.jpg)
Research Strategy Test for gender differences in test scores
plus parent assessments of over-all achievement and motivation for Canadian children aged 6 through 11
Use sibling difference models (to control for family background)
Include index of parent-reported hyperactive symptoms to test hypothesis that hyperactivity of boys helps explain gender differences
![Page 11: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/11.jpg)
Data Statistics Canada National Longitudinal
Survey of Children and Youth, 1994 through 2006 (every two years)
Pool sibling pairs from all available cycles, 6 through 11 years, each pair randomly selected once
Parent (person most knowledgeable) provides all information used here (except math test scores)
![Page 12: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/12.jpg)
Parent’s Assessment of Child’s Liking for School
Question: “With regard to how he/she feels about school, how often does he/she look forward to going to school?” Almost never, Rarely, Sometimes,
Often, Almost Always
![Page 13: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/13.jpg)
How Often Does Child Look Forward to Going to School?
Boys Girls0
1020304050607080
3.5 1.64.4 2
12.97.3
18.7 15.3
60.5
73.9
Almost Never RarelySometimesOftenAlmost Always
![Page 14: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/14.jpg)
Relative Liking for School of Brothers Compared to Sisters
Brother Likes School Less
Same Liking for School
Sister Likes School Less
0
10
20
30
40
50
60
32.3
55.2
12.5
![Page 15: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/15.jpg)
Parent’s Assessment of Child’s Over-all School Performance
Question: “Based on your knowledge of his schoolwork, including his/her report cards, How is he doing overall?” Very poorly, poorly, Average, Well,
Very well
![Page 16: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/16.jpg)
How Well is Child doing at School Overall?
Boys Girls0
10
20
30
40
50
60
4.1 2.3
25.419.2
31.3 28.3
39.2
50.3
Very Poorly or PoorlyAverageWellVery Well
![Page 17: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/17.jpg)
Relative Over-all Success at School of Brothers Compared to Sisters
Brother Worse Same Sister Worse05
1015202530354045
38.741.9
19.4
![Page 18: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/18.jpg)
Parental Expectations for Child’s Future Education
Question: “How far do you hope this child will go in school?” High School or Less Some Post-Secondary University
![Page 19: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/19.jpg)
How far do you hope your child will go in school?
Boys Girls0
102030405060708090
7.4 5.6
24.2 21.3
68.4
84
High School or LessCollege, Trade, Some Post-secondaryUniversity
![Page 20: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/20.jpg)
Relative Educational Expectations for Brothers Compared to Sisters
Brother Lower Same Sister Lower0
10
20
30
40
50
60
70
80
14
76.7
9.3
![Page 21: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/21.jpg)
Hyperactivity Index “How often would say this child . . .”
“Can’t sit still or is restless?” “Is easily distracted, has trouble sticking to any
activity” “Can’t concentrate, can’t pay attention for long?” “Is impulsive, acts without thinking?” “Has difficulty waiting for his turn in games or groups? “Cannot settle to anything for more than a few
minutes” “ Is inattentive?”1= Never or not true; 2= Sometimes or somewhat true;
3= Often or very true
![Page 22: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/22.jpg)
Construction of Score Add for all items Score ranges from 0 to 14, with high
score indicating highest level of hyperactivity
Mean for sample = 4 Children ‘on ritalin’ have mean score =
9.4
![Page 23: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/23.jpg)
Boy Girl0
0.51
1.52
2.53
3.54
4.55 4.5
3.4
Hyperactivity Score. All 6 to 11 year-old Children.
![Page 24: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/24.jpg)
Hyperactivity Scores for Brothers Compared to Sisters
Brother More Hyperactive Same Sister More Hyperactive0
10
20
30
40
50
60
7058.8
11.3
29.9
![Page 25: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/25.jpg)
0.0
5.1
.15
.2K
erne
l Den
sity
0 5 10 15Hyperactivity Scores
Boy Girl
Distribution of Hyperactivity Scores
![Page 26: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/26.jpg)
Estimation. Sibling Fixed Effects Models
To control for permanent, unobservable differences in family background
Yif = a + b1 BOYif + b2 HYPERif + λf + gXif + eif
Xif includes only variables that differ between siblings (e.g., age in months, ‘older child,’ health status and cycle)
![Page 27: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/27.jpg)
Sibling Fixed Effects. Liking for School.
Boy -0.339***(0.027)
-0.331***(0.027)
-0.253***(0.027)
Hyperactivity Score
-0.051***(0.005)
+Covariates yes YesCycle Dummies included in all regressions. Covariates: Child’s Age in Months, Child Health, ‘Oldest Child’ Dummy
![Page 28: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/28.jpg)
Sibling Fixed Effects. Success at School.
Boy -0.286***(0.025)
-0.274***(0.025)
-0.114***(0.024)
Hyperactivity Score
-0.110***(0.004)
+Covariates yes YesCycle Dummies included in all regressions. Covariates: Child’s Age in Months, Child Health, ‘Oldest Child’ Dummy
![Page 29: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/29.jpg)
Sibling Fixed Effects. Parental Educational Hopes for Child.
Boy -0.061***(0.014)
-0.058***(0.014)
-0.028**(0.014)
Hyperactivity Score
-0.021***(0.003)
+Covariates yes YesCycle Dummies included in all regressions. Covariates: Child’s Age in Months, Child Health, ‘Oldest Child’ Dummy
![Page 30: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/30.jpg)
Sensitivity Analyses Use parent report of ‘on ritalin’ rather than
hyperactivity score (1.1% of girls; 4.1% of boys) Use dummy indicator of ‘top decile’ of
hyperactivity score
Both highly statistically significant themselves but have less impact on estimated size of ‘boy’ coefficient than full score, suggesting it isn’t just ‘clinical’ hyperactivity than helps explain the gender difference
![Page 31: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/31.jpg)
Size of ‘Boy’ Coefficient With and Without Controlling for ‘On Ritalin’
Liking School Good at School Parental Expectations
Boy -0.349***(0.025)
-0.343***(0.025)
-0.257***(0.023)
-0.242**
*(0.019)
-0.063**
*(0.012)
-0.057***(0.013)
On Ritalin
-0.272***(0.095)
-0.648**
*(0.086)
-0.234***(0.048)
These estimates are from sibling fixed effects models with covariates included.
![Page 32: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/32.jpg)
With and Without Control for Top Decile Hyperactivity Score
Liking School Good at School Parental Expectations
Boy -0.325***(0.026)
-0.279***(0.026)
-0.251***(0.023)
-0.180**
*(0.023)
-0.050**
*(0.013)
-0.031***(0.013)
Top Decile Hyper Score
-0.345***(0.035)
-0.567**
*(0.031)
-0.130***(0.018)
These estimates are from sibling fixed effects models with covariates included.
![Page 33: “Why Can’t you sit Still?:” Hyperactivity and Schooling outcomes for Canadian Brothers and Sisters](https://reader035.vdocuments.us/reader035/viewer/2022062501/5681674d550346895ddbfdff/html5/thumbnails/33.jpg)
Conclusions Using parent reports, boys like school less
(brothers like school less well than sisters); boys perform less well; boys are not expected to complete as high levels of education
Hyperactivity scores are negatively associated with these outcomes
When hyperactivity is included as a regressor in sibling fixed effects, the size of ‘boy’ coefficient falls