Involvement in Education Among Parents with ADHD Symptoms: An Exploration of Motivations and Behaviours
Bibliographic record
Abstract
The study examines parental involvement (PI) in education among families with elevated symptoms of attention-deficit hyperactivity disorder (ADHD). ADHD is a neurodevelopmental disorder impacting both children and adults, which leads to challenges in academic achievement, parenting, and family functioning. This study aims to explore differences in parental involvement, motivations, and behaviours between parents with elevated symptoms of ADHD and those without. Despite its prevalence, research on parental involvement for parents with ADHD symptoms is scarce. This study aims to fill this gap by utilizing the Hoover-Dempsey and Sandler model of parental involvement. We hypothesized that parents with ADHD symptoms would report lower PI motivations, less frequent involvement behaviours, and lower engagement in certain parenting behaviours. Cross-sectional data was collected during the spring of 2021; parental respondents completed self-report measures related to parental involvement behaviours and motivations. A multivariate analysis of variance (MANOVA) revealed significant differences between groups across eight of the nine outcome variables. Contrary to previous findings, parents with ADHD symptoms reported higher motivations and frequency of involvement than parents without ADHD. Implications include extending the concept of the positive illusory bias to adults, as these parents perceived themselves as highly motivated and effective across parenting domains.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".