Examining Learning Behaviours in Children with ADHD: The Impact of Parental Self-Efficacy and Relationship Quality Amid COVID-19
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| Title: | Examining Learning Behaviours in Children with ADHD: The Impact of Parental Self-Efficacy and Relationship Quality Amid COVID-19 |
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| Language: | English |
| Authors: | Zara Hewson, Maria A. Rogers (ORCID |
| Source: | School Mental Health. 2025 17(3):1054-1068. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Elementary School Students, Secondary School Students, Attention Deficit Hyperactivity Disorder, Student Behavior, COVID-19, Pandemics, Distance Education, Home Instruction, Parent Role, Self Efficacy, Parent Child Relationship, Parent Participation, Intimacy, Conflict |
| Geographic Terms: | Canada |
| DOI: | 10.1007/s12310-025-09790-x |
| ISSN: | 1866-2625 1866-2633 |
| Abstract: | The COVID-19 pandemic and transition to remote learning presented difficulties for children's educational and behavioural outcomes, specifically in children with neurodevelopmental disorders like attention-deficit/hyperactivity disorder (ADHD). Subsequently, children were forced to adapt to a home-based learning environment, and parents took on a larger role in supporting their children's learning. Thus, this study aimed to explore differences in learning behaviours between children with and without ADHD during the COVID-19 pandemic, considering parental self-efficacy and parent-child relationship quality (e.g. closeness and conflict). Data were used from a nationwide survey in Canada conducted in Spring 2021, encompassing 468 parents of school-aged children (Kindergarten-Grade 12), comparing 278 parents of children with ADHD (M[subscript age] = 9.88 years) to 190 parents of typically developing children (TD; M[subscript age] = 9.45 years). The study found that children of parents who reported higher self-efficacy and parent-child closeness exhibited higher/more positive learning behaviours, while children of parents who reported higher parent-child conflict demonstrated lower/poorer learning behaviours in the total sample. Only in children without ADHD, learning behaviours were higher when parents and children demonstrated closer relationships. ADHD status was linked to differences in parent-child closeness and child learning behaviours. Both parent-child closeness and parent-child conflict partially accounted for the relationship between parental self-efficacy and child learning behaviours in children with and without ADHD. These findings highlight parents' roles in supporting ADHD children's education and fostering positive learning behaviours during the COVID-19 pandemic. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490222 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic and transition to remote learning presented difficulties for children's educational and behavioural outcomes, specifically in children with neurodevelopmental disorders like attention-deficit/hyperactivity disorder (ADHD). Subsequently, children were forced to adapt to a home-based learning environment, and parents took on a larger role in supporting their children's learning. Thus, this study aimed to explore differences in learning behaviours between children with and without ADHD during the COVID-19 pandemic, considering parental self-efficacy and parent-child relationship quality (e.g. closeness and conflict). Data were used from a nationwide survey in Canada conducted in Spring 2021, encompassing 468 parents of school-aged children (Kindergarten-Grade 12), comparing 278 parents of children with ADHD (M[subscript age] = 9.88 years) to 190 parents of typically developing children (TD; M[subscript age] = 9.45 years). The study found that children of parents who reported higher self-efficacy and parent-child closeness exhibited higher/more positive learning behaviours, while children of parents who reported higher parent-child conflict demonstrated lower/poorer learning behaviours in the total sample. Only in children without ADHD, learning behaviours were higher when parents and children demonstrated closer relationships. ADHD status was linked to differences in parent-child closeness and child learning behaviours. Both parent-child closeness and parent-child conflict partially accounted for the relationship between parental self-efficacy and child learning behaviours in children with and without ADHD. These findings highlight parents' roles in supporting ADHD children's education and fostering positive learning behaviours during the COVID-19 pandemic. |
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| ISSN: | 1866-2625 1866-2633 |
| DOI: | 10.1007/s12310-025-09790-x |
