Relation between Parental Involvement, Children's Symptoms of Inattention and Hyperactivity, and Academic Achievement

Parental involvement in school is a key factor in addressing issues faced by children with ADHD and their families. This study expanded upon previous research by considering relationships between multiple aspects of parental involvement (including parental sense of competence and parent-teacher relationship quality) and academic achievement across a spectrum of inattention and hyperactivity symptoms. The participants were parents of children aged 8 to 12 years old (n = 348) who completed an online survey measuring their children's symptoms of inattention and hyperactivity, parental involvement, and their children's academic achievement. Results showed that parental sense of competence was a significant predictor of academic achievement, especially for children with higher symptoms of inattention. The conclusions drawn from this project may have implications for parents, educators, and clinicians. Future interventions could target parental sense of competence, especially for children who are high on inattentive symptoms.