A Comparison of Academic Motivation and Academic Self- concept of Children with and Without Attention Deficit Hyperactivity Disorder
نویسندگان
1 Educational Assistant of School, Department of Education, Borujerd, Iran
2 Department of Psychology, Durood Branch, Islamic Azad University, Durood, Iran
doi
10.34172/JHAD.92394چکیده
AbstractBackground: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurological disorders in elementaryschool children. This study was conducted to compare he academic motivation and academic self-concept of students with andwithout ADHD.Methods: The research population consisted of all male students aged 9 to 12 studying in the first semester of the school year 2023-2024 in Borujerd, Iran. The participants were 60 students who were selected via G*Power software using cluster sampling. Theselected students were then divided into two groups with and without ADHD (each with 30 members). Data were collected usingthe revised Conners’ Parent Rating Scale (CPRS-R), Harter’s Academic Motivation Scale (AMS), and Chen’s Academic Self-ConceptQuestionnaire. Data were analyzed using multivariate analysis of variance (ANOVA) via SPSS-22 software.Results: The findings indicated no statistically significant difference between the two groups of students in terms of academicmotivation and academic self-concept. Accordingly, the academic and general motivation of the students with ADHD was slightlydifferent from that of the students without ADHD. Moreover, the internal and external academic self-concepts of the studentswith ADHD were slightly different from those of the students without ADHD. Moreover, the internal and external academic self-concepts of the students with ADHD were slightly different from those of the students without ADHD.Conclusion: Factors such as parenting styles and an effective educational environment may have improved academic motivationand self-concept in students with ADHD in this study.
