The role of parental involvement in the learning of children with Attention-Deficit/Hyperactivity Disorder
Notice bibliographique
Résumé
The chronic and severe academic difficulties experienced by children with Attention-Deficit/Hyperactivity Disorder (ADHD) are well documented. Previous research has not, however, explicitly examined the role of parental involvement in the learning and achievement of children with ADHD, despite a large body of normative research suggesting that it is important for children's academic success. The goals of this dissertation were to investigate: (1) factors that influence parental involvement in the learning of children with and without ADHD; (2) how parents of children with and without ADHD interact with their children in relation to their children's learning in the home; and (3) the effects of selected parenting and child variables on academic achievement. Children between 8-12 years of age (53 with ADHD, 48 without ADHD) and their parents were assessed on several measures of parenting, child behavior, and academic achievement. Parents of children with and without ADHD were compared on parental involvement variables using the Parental Involvement Project Questionnaire and the Family-School Questionnaire. Path analyses were used to predict academic achievement (Woodcock Johnston Tests of Achievement) based on an existing theoretical framework and relevant literature. Parents of children with ADHD reported lower self-efficacy in their ability to help their children academically, felt less welcome and supported by their children's schools and teachers, and perceived less time and energy for involvement in their children's academic lives. Fathers of children with ADHD, but not mothers, were more negatively involved in their children's learning compared to parents of children without ADHD. Parenting stress and controlling parental involvement were together associated with lower academic achievement through the partially mediating role of children's parent-reported inattention. Results from this dissertation illustrate the difficulties facing parents of children with ADHD in supporting their children's educational endeavors, suggesting that they may have a lack of requisite resources for effective involvement due to the combination of both child and parent factors. This research also suggests that there are multiple risk factors within the child and family that likely contribute to the underachievement of children with ADHD, highlighting the need for a systems approach, to both research and clinical practice for children with ADHD.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».