TY - JOUR
T1 - ADHD, personal and interpersonal agency, and achievement
T2 - exploring links from a social cognitive theory perspective
AU - Martin, Andrew J.
AU - Burns, Emma C.
AU - Collie, Rebecca J.
PY - 2017/7
Y1 - 2017/7
N2 - Harnessing social cognitive theory (SCT), we investigated the roles of personal agency (self-efficacy and perceived control) and interpersonal agency (relational support) in the academic achievement (via literacy and numeracy testing) of students with attention-deficit/hyperactivity disorder (ADHD) and their non-ADHD peers. A sample of N = 164 students diagnosed with ADHD were investigated alongside N = 4658 non-ADHD peers in the same schools and year levels. Using structural equation modeling, findings showed that self-efficacy and relational support were consistently associated with better academic achievement for both groups, but with positive effects significantly stronger for students with ADHD than for students without ADHD. Although perceived control was significantly associated with achievement for students without ADHD and not significantly so for students with ADHD, there was not much difference in absolute size of perceived control effects for the two groups. Findings are relevant to theory, research, and practice identifying motivational factors and processes that may assist in closing well-known achievement gaps for students with ADHD whilst also maintaining positive outcomes for students without ADHD.
AB - Harnessing social cognitive theory (SCT), we investigated the roles of personal agency (self-efficacy and perceived control) and interpersonal agency (relational support) in the academic achievement (via literacy and numeracy testing) of students with attention-deficit/hyperactivity disorder (ADHD) and their non-ADHD peers. A sample of N = 164 students diagnosed with ADHD were investigated alongside N = 4658 non-ADHD peers in the same schools and year levels. Using structural equation modeling, findings showed that self-efficacy and relational support were consistently associated with better academic achievement for both groups, but with positive effects significantly stronger for students with ADHD than for students without ADHD. Although perceived control was significantly associated with achievement for students without ADHD and not significantly so for students with ADHD, there was not much difference in absolute size of perceived control effects for the two groups. Findings are relevant to theory, research, and practice identifying motivational factors and processes that may assist in closing well-known achievement gaps for students with ADHD whilst also maintaining positive outcomes for students without ADHD.
KW - attention-deficit/hyperactivity disorder
KW - ADHD
KW - social cognitive theory
KW - self-efficacy
KW - control
KW - interpersonal relationships
KW - achievement
UR - http://www.scopus.com/inward/record.url?scp=85009804052&partnerID=8YFLogxK
UR - http://purl.org/au-research/grants/arc/DP140104294
U2 - 10.1016/j.cedpsych.2016.12.001
DO - 10.1016/j.cedpsych.2016.12.001
M3 - Article
AN - SCOPUS:85009804052
SN - 0361-476X
VL - 50
SP - 13
EP - 22
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
ER -