Publication Date
2025
Document Type
Dissertation/Thesis
First Advisor
Ogg, Julia A.
Degree Name
M.A. (Master of Arts)
Legacy Department
Department of Psychology
Abstract
Attention-deficit/Hyperactivity disorder (ADHD) symptoms can manifest early in a child's life and can result in detrimental outcomes in education if left unaddressed. Often, children with ADHD symptoms tend to experience low levels of academic motivation (Smith & Langberg, 2018; Volpe et al., 2006). However, previous research has established that parents with high levels of self-efficacy for helping their children academically and parental educational instrumental support tend to predict greater educational outcomes. The current study examined whether both mothers’ and fathers’ support and mothers’ self-efficacy influenced the associations between child ADHD symptoms, academic motivation, and reading in a sample of 181 parents of kindergarten children. Results indicated that mothers and fathers differed in levels of support, with mothers reporting more instrumental support than fathers. Parents’ support was also dependent upon each other, such that the impact of fathers’ support on children’s reading was only significant at low levels of mothers’ support. Implications from the current study underscore the importance of teamwork in parental involvement.
Recommended Citation
Anil, Saheli, "The Roles of Parental Self-Efficacy and Educational Instrumental Support in Predicting Academic Motivation and Reading Skills Among Students with ADHD Symptoms" (2025). Graduate Research Theses & Dissertations. 8045.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/8045
Extent
109 pages
Language
en
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
