Harmony Amidst Hyperactivity: Understanding How Parent-Teacher Relationships Influence Learning Behaviours in Children with ADHD
Bibliographic record
Abstract
The current study investigated whether parent-teacher relationships mediated the relationship between attention-deficit/hyperactivity disorder (ADHD) symptomology and children’s learning behaviours. A sample of Canadian parents were asked to complete a questionnaire about their child and their parenting. Data collection occurred during the COVID-19 Pandemic in Spring 2021 (N = 321, Mgrade = 4.30, SDgrade = 2.98). Data were analyzed using a mediation model. Results indicated that increased ADHD symptomology was significantly associated with a heightened strain on parent-teacher relationships, which exacerbated challenges in children’s learning behaviours (b = -0.39, t(320) = -9.82, p < .001). Moreover, parent-teacher relationships partially mediated the relationship between ADHD symptomology and children’s learning behaviours (b = -8.95, t(320) = -18.13, p < .001). These findings emphasize the importance in addressing familial and educational support structures in managing the academic difficulties for youth experiencing ADHD symptomatology, and further educational achievement and opportunities.
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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 | 0.007 |
| 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 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".