Comparing academic self-regulation, test-anxiety and academic self-concept in children with Attention Deficit/Hyperactivity Disorder and normal children in Tabriz

Document Type : Original Article

Authors

1 MA in Psychology and Education of Exceptional Children, central Tehran branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor of Psychology, Urmia branch, Islamic Azad University, Urmia, Iran

Abstract

The purpose of this study was to compare the academic self-concept, academic self-regulation and exam stress in children with Attention Deficit/Hyperactivity Disorder (ADHD) and normal children in city of Tabriz. The method of research in this study was causal-comparative. Statistical population of this study included children with ADHD (45 people) and normal children between first grade to grade sixth of elementary schools in Tabriz city where about 1,000 people were studying in second semester of 2015-2016 academic year (April and May). The sample of this study included 35 children with ADHD and 35 normal children who were selected using available randomly from centers and schools of hyperactive children in city of Tabriz and answered CCAQ, Self -Concept of School (SCSI) and Self-Regulation Questionnaires (SRQ-A). Data analysis was done using SPSS software for Multiple ANOVA Analysis of Variance (MANOVA). The results show significant difference in the variables of academic self-concept, exam stress and academic self-regulation between groups of children with ADHD and normal children. The result show us that academic self-concept and academic self- regulation in ADHD children are lower than normal children and also test-stress in higher than normal children in them. So we can suggest providing development opportunities for these students and increasing their confidence about school and themselves and also encouraging them to work hard and make school an enjoyable environment for them can make their problems a little bit better. 

Keywords

References

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Empowering Exceptional Children
Volume 12, Issue 4 - Serial Number 4
February 2022
Pages 86-78

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History

  • Receive Date: 01 August 2021
  • Revise Date: 10 August 2021
  • Accept Date: 25 September 2021

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