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ERIC Number: EJ1083177
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1363-2752
Mismatched: ADHD Symptomatology and the Teacher-Student Relationship
Rogers, Maria; Bélanger-Lejars, Véronique; Toste, Jessica R.; Heath, Nancy L.
Emotional & Behavioural Difficulties, v20 n4 p333-348 2015
The goal of this study was to investigate the relationship between children with attention-deficit/hyperactivity disorder (ADHD) symptoms and their teachers, and to examine whether this relationship was associated with children's academic motivation. The sample comprised 35 children with clinically elevated levels of ADHD symptoms and 36 children with no ADHD symptoms between the ages of 6 and 10. Children with symptoms of ADHD and their teachers reported impairments in both the emotional and collaborative aspects of their relationships, particularly for girls in the ADHD group. For children in the ADHD group, a self-reported close bond in the teacher-student relationship was associated with increased academic motivation. These findings were significant after controlling for co-occurring behaviour problems and academic impairments. These findings suggest that the symptoms of ADHD may interfere with teacher-student relationship and may serve as a barrier in student's academic achievement.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire; Woodcock Johnson Tests of Achievement