The role of parental involvement in the learning of children with Attention-Deficit/Hyperactivity Disorder
Bibliographic record
Abstract
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.
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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 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 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".