Parental Involvement in Children's Learning: Comparing Parents of Children with and without Attention-Deficit/Hyperactivity Disorder (ADHD)

Autor/inn/en	Rogers, Maria A.; Wiener, Judith; Marton, Imola; Tannock, Rosemary
Titel	Parental Involvement in Children's Learning: Comparing Parents of Children with and without Attention-Deficit/Hyperactivity Disorder (ADHD)
Quelle	In: Journal of School Psychology, 47 (2009) 3, S.167-185 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2009.02.001
Schlagwörter	Parent Student Relationship; Parent Participation; Attention Deficit Hyperactivity Disorder; Comparative Analysis; Children; Parent Attitudes; Self Efficacy; Parent School Relationship; Fathers; Mothers; School Psychology + Suchen Sie Ihr Suchwort? Elternmitwirkung; Child; Kind; Kinder; Elternverhalten; Self-efficacy; Selbstwirksamkeit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mother; Mutter; Schulpsychologie
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. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10