Parental involvement in children's learning: comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD)

Maria A Rogers; Judith Wiener; Imola Marton; Rosemary Tannock

doi:10.1016/j.jsp.2009.02.001

Parental involvement in children's learning: comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD)

J Sch Psychol. 2009 Jun;47(3):167-85. doi: 10.1016/j.jsp.2009.02.001. Epub 2009 Mar 9.

Authors

Maria A Rogers¹, Judith Wiener, Imola Marton, Rosemary Tannock

Affiliation

¹ The Hospital for Sick Children, Toronto, Ontario, Canada. maria.fagan@utoronto.ca

PMID: 19328285
DOI: 10.1016/j.jsp.2009.02.001

Abstract

The present study examined involvement in children's learning among parents of 101 children between 8 and 12 years of age (53 parents of children with ADHD, 48 parents of children without ADHD). Compared to parents of children without ADHD, parents of children with ADHD reported lower self-efficacy in their ability to help their children, 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. Mothers of children with and without ADHD reported similar types and levels of involvement behaviors in the home. Fathers of children with ADHD reported being more disengaged from their children's learning and using more coercive and punitive interactions regarding their children's achievement compared to fathers of children without ADHD. These findings underscore the difficulties in parent-supported learning practices and home-school collaboration initiatives faced by parents of children with ADHD and educators alike. Implications for school psychology practice are discussed.

Publication types

Comparative Study
Research Support, Non-U.S. Gov't

MeSH terms

Achievement
Adult
Attention Deficit Disorder with Hyperactivity / epidemiology*
Child
Father-Child Relations
Female
Humans
Learning*
Male
Parent-Child Relations*
Parenting*
Parents*