ADHD and Emotional Engagement with School in the Primary Years: Investigating the Role of Student-Teacher Relationships

Autor/inn/en	Rushton, Sophie; Giallo, Rebecca; Efron, Daryl
Titel	ADHD and Emotional Engagement with School in the Primary Years: Investigating the Role of Student-Teacher Relationships
Quelle	In: British Journal of Educational Psychology, 90 (2020), S.193-209 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rushton, Sophie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12316
Schlagwörter	Attention Deficit Hyperactivity Disorder; Outcomes of Education; Symptoms (Individual Disorders); Longitudinal Studies; Elementary School Students; Parent Attitudes; Student Attitudes; Teacher Attitudes; Path Analysis; Grade 1; Correlation; Teacher Student Relationship; Foreign Countries; Comparative Analysis; Intervention; Socioeconomic Status; Child Behavior; Learner Engagement; Drug Therapy; Academic Achievement; Role; Australia + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Psychiatrische Symptomatik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternverhalten; Schülerverhalten; Lehrerverhalten; Pfadanalyse; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Socio-economic status; Sozioökonomischer Status; Schulleistung; Rollen; Australien
Abstract	Background: Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school engagement in children with ADHD. Aims: To explore a model of the relationships between ADHD symptoms at age 7, student-teacher closeness and conflict at age 10, and emotional engagement with school at age 10 and 12. Sample: Participants were 498 grade one children (mean age = 7.3), recruited from 43 socio-economically diverse government primary schools in Melbourne. Follow-up occurred at 36 months (mean age = 10.5) and 54 months (mean age = 12.0). Methods: Data were drawn from a controlled community-based longitudinal study examining the long-term effects of ADHD on children's behaviour, learning, and day-to-day living. Data were collected via direct assessment and child, parent, and teacher surveys. Results: Path analysis revealed a significant, negative relationship between ADHD symptoms and emotional engagement with school, which was partially mediated by student-teacher conflict. This remained significant after controlling for differences in ADHD status (ADHD, high-risk, or control group), ADHD medication use, and socio-economic status. Conclusions: These findings highlight the negative impact of ADHD symptoms on children's emotional engagement with school. Given the role of student-teacher conflict in mediating this relationship, interventions aiming to reduce conflict in the student-teacher relationship may promote school engagement for students with ADHD, with potential to improve longer-term outcomes. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01