Examining ADHD Children's Learning Behaviours: The Impact of Parental Self-Efficacy and Relationship Quality Amid COVID-19
Bibliographic record
Abstract
This study aimed to explore differences in learning behaviours between children with and without ADHD during the COVID-19 pandemic, considering parental self-efficacy and parent-child relationship quality (e.g., closeness and conflict). Data was used from a nationwide survey conducted in Spring 2021, encompassing 468 parents of school-aged children (aged 3-18 years), comparing 278 parents of children with ADHD (Mage = 9.88) to 190 parents of typically developing children (Mage= 9.45). The study found that children of parents who reported higher self-efficacy and parent-child relationship closeness exhibited higher/more positive learning behaviours, while children of parents who reported higher parent-child relationship conflict demonstrated lower/poorer learning behaviours. Only in children with ADHD, learning behaviours were lower when parents and children demonstrated closer relationships. Additionally, parent-child relationship conflict partially mediated the link between parental self-efficacy and learning behaviours in children with ADHD. These findings highlight parents' struggles in supporting children with ADHD during COVID-19.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".