Parental involvement in children's learning: Comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD)☆
Section snippets
Parental involvement in children's learning
Parental involvement in children's learning is a multidimensional construct that entails a wide range of parental characteristics and behaviors, but broadly refers to activities in which parents engage to support the academic achievement of their children. Hoover-Dempsey and Sandler (2005) proposed a multi-level model of the parental involvement process that focuses on why and how parents become involved in their children's education and how parent involvement influences children's academic
Participants
Participants were parents of 101 children, ages 8 to 12 years. The sample was comprised of parents of 53 children with ADHD (39 male, 14 female) and 48 children without ADHD (33 male, 15 female). There were three selection criteria for children in the ADHD sample: (a) full or estimated full scale IQ of 80 or above, (b) previous DSM-IV-based diagnosis of ADHD from a physician or psychologist, but no diagnosis of Tourette's Disorder, Autism Spectrum Disorder, Psychotic Disorder, or Bipolar
Psychological and contextual factors influencing parental involvement
A 2 (ADHD status) × 2 (grade level) ANCOVA was performed on each of the seven PIP-PQ subscales (role beliefs, parental efficacy, general school invitations, specific teacher invitations, specific child invitations, knowledge and skills, time and energy), covarying parents' education. The results are presented in Table 2. There were no significant effects for grade or the interaction between grade and ADHD status. Once parents' level of education was controlled, parents of children with ADHD
Discussion
The goal of this study was to compare parents of children with ADHD to parents of children without ADHD in terms of their self-reported parental involvement beliefs and behaviors. Parents' perceptions of contextual and psychological variables that influence involvement and home-based involvement behaviors were examined. Age effects were also investigated, and exploratory analyses examined the influence of children's oppositional behaviors and parents' own ADHD symptoms. The findings revealed
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Understanding the “battleground” of homework and ADHD: A qualitative study of parents’ perspectives and experiences
2023, Social Sciences and Humanities OpenExamining daily parent involvement in caregivers of children with ADHD using electronic diaries
2022, Journal of School PsychologyCitation Excerpt :With regard to how parents' beliefs about parental involvement may relate to ADHD, a small set of studies has investigated this association. One study demonstrated that both self-efficacy and parental perceptions of their time/energy for involvement in their children's academic lives is lower among parents of elementary students (ages 8–12 years) with ADHD (with a prior ADHD diagnosis and current significant symptoms from two raters) as compared to parents of children without ADHD using a one-time survey (Rogers, Marton, & Tannock, 2009). A survey study by Ferretti et al. (2019) examined the interactive effects between parental self-efficacy for involvement in their child's achievement and inattention/hyperactivity symptoms in predicting academic achievement in a sample of 348 caregivers of children ages 8–12 years (57.5% male; 81.6% Caucasian; 9.5% Hispanic or Latino; 6.6% African American; 3.4% Asian) with measures collected at one time point.
Examining the effects of ADHD symptoms and parental involvement on children's academic achievement
2022, Research in Developmental DisabilitiesCitation Excerpt :For example, Rogers, Wiener, Marton, and Tannock (2009a) showed that parents of children with ADHD exhibited lower levels of quality involvement in their children’s schools. Interestingly, however, in a separate study they found that supportive parental involvement was still associated with higher academic achievement for these children (Rogers, Wiener, Marton, & Tannock, 2009b). Similarly, Corcoran and Dattalo (2006) conducted a meta-analytic review on psychosocial treatments for children with ADHD and concluded that parental involvement was positively associated with academic achievement.
Family Functioning in Children With ADHD and Subthreshold ADHD: A 3-Year Longitudinal Study
2024, Journal of Attention Disorders‘SCHOOL IS THE BIGGEST CHALLENGE, AND A DIFFERENT APPROACH IS NEEDED’: PERSPECTIVES OF MOTHERS OF BOYS WITH ADHD ON THEIR SONS’ ELEMENTARY SCHOOL EXPERIENCES
2023, Hrvatska Revija Za Rehabilitacijska Istrazivanja
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The authors gratefully acknowledge the Social Sciences and Humanities Research Council of Canada for funding this project, as well as Daniella Biondic and Amy Hsu for their assistance.