Effects of Mothers' Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD

Autor/inn/en	Bucsea, Oana; Kosmerly, Stacey; Rogers, Maria A.
Titel	Effects of Mothers' Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD
Quelle	In: Journal of Applied School Psychology, 39 (2023) 1, S.40-70 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2021.2012862
Schlagwörter	Mothers; Parent Role; Competence; School Readiness; Preschool Children; Attention Deficit Hyperactivity Disorder; Outcomes of Education; Parenting Skills; Gender Differences; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Mother; Mutter; Parental role; Elternrolle; Kompetenz; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Geschlechterkonflikt; Ausland; Kanada
Abstract	Children with early symptoms of inattention, hyperactivity, and impulsivity are at risk for poor academic outcomes, but it is unclear how parents mitigate this risk prior to school entry for preschool-aged boys and girls. The current study examined the impact of child gender and mothers' parenting sense of competence on the relationship between children's difficulties with inattention, hyperactivity, and impulsivity and their academic readiness. One hundred and nine families of preschool-aged children were recruited from the community. Mothers reported on their sense of parenting competence and on their child's levels of inattention, hyperactivity, and impulsivity. Children participated in a standardized clinical measure of academic readiness. Moderated moderation analyses revealed that mothers' parenting sense of competence significantly moderated the impact of hyperactivity/impulsivity symptoms on boys' academic readiness, but not girls'. Results are discussed in terms of their implications for parenting interventions that target academic readiness in children exhibiting early signs of inattention, hyperactivity, and difficulties with impulse control, particularly young boys showing symptoms of hyperactivity/impulsivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01