Child ADHD Symptoms and Parent Involvement in Education
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ORIGINAL PAPER
Child ADHD Symptoms and Parent Involvement in Education Julia A. Ogg1 Maria A. Rogers2 Robert J. Volpe3 ●
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Accepted: 14 September 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This study examined whether inattention and hyperactivity/impulsivity moderated the relationship between parent’s personal and contextual motivators for involvement in their child’s education (i.e., self-efficacy, role construction, time and energy, knowledge and skill) and involvement in their child’s activities at home. Parents and teachers of 122 kindergarten students rated children’s levels of inattention and hyperactivity/impulsivity. Parents reported on their motivators for involvement in their child’s education as well as parent involvement behaviors at home. Inattention predicted home-based involvement in most models. Inattention also moderated the relationships between parents’ perceived knowledge and skills, role construction, and time and energy and their involvement activities at home, such that parent’s personal and contextual moderators were more strongly linked with their home-based involvement when children’s levels of inattention were high. Hyperactivity/impulsivity was not a significant predictor of parent involvement at home and did not moderate the association between parent’s personal and contextual motivators and their home-based involvement activities. These findings suggest that considering motivators for involvement may be particularly important when working with youth with high levels of inattentive symptoms. In particular, findings provide insight into which families are particularly at risk for low levels of involvement. Implications for research and practice are delineated. Keywords Inattention Hyperactivity Impulsivity Parent involvement Kindergarten ●
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Highlights Children’s levels of inattentive symptoms predicted lower levels of parent involvement in education. ● In contrast, children’s levels of hyperactivity/impulsivity did not relate parent’s involvement in education. ● For children with high levels of inattention, how parents perceive their role as an educator and the time, energy, knowledge, and skills they have for this role are an important predictor of parent involvement. ●
The link between parent involvement and improved academic outcomes for children is well established (Domina 2005; Galendo and Sheldon 2012; Henderson and Mapp 2002; Jeynes 2005). Particularly for children at risk for poor educational outcomes, such as those with Attention-Deficit/ Hyperactivity Disorder (ADHD), parent involvement may
serve as an important protective factor (Mautone et al. 2015). However, only a small number of studies explicitly examine the relationship between parent involvement in their child’s education and symptoms of ADHD. The primary aim of the current study was to examine how child ADHD symptoms of inattention and hyperactivity/impulsivity relate to parents’ involvement in education.
* Julia A. Ogg [email protected]
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