Publication Date

2021

Document Type

Dissertation/Thesis

First Advisor

Ogg, Julia A.

Degree Name

M.A. (Master of Arts)

Legacy Department

Department of Psychology

Abstract

ADHD is a disorder that effects executive functioning and has a profound impact on the quality of life of both children and adults (Shaw et al., 2012). To understand the development of ADHD symptoms and the variables associated with the academic trajectories of children with symptoms of ADHD, a large body of research has examined parenting variables, which has provided strong evidence for the associations between child ADHD and negative parenting practices (Johnson & Mash, 2001). A facet of this research has examined parent involvement in education, with some evidence suggesting that child ADHD is associated with parents’ perceptions of lower self-efficacy, time and energy, and involvement in their child’s education. However, no study has examined whether parent ADHD symptoms might explain the variance in parental beliefs and behaviors of involvement. Given the scarce research on parent ADHD and its relation to the specific constructs related to parent involvement in education, the current study examined the how parent ADHD symptoms relate to the beliefs and behaviors related to parental involvement in education amongst parents of pre-K and kindergarten children. The findings of the study suggest that parents with higher inattentive symptoms do not have lower quantity of involvement behaviors. However, parent inattention is associated with lower self-efficacy about being involved in children’s education.

Extent

79 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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