Past research suggests relationships exist between students with ADHD, their academic motivation, and academic performance. The purpose of the current study was to further investigate the strength of each of these relationships. The study was conducted using previously collected data from 225 fourth and fifth grade students living in Kentucky. Students were given a reading achievement score assessment and self-reported academic motivation scale. Teachers then rated the student’s hyperactivity and inattention. The currents study found a statistically significant but weak negative relationship between reading scores and teacher reported hyperactivity, as well as a statistically significant but weak negative relationship between student reported academic motivation and teacher reported hyperactivity. The results could suggest that other mediating variables, such as teacher relationships, not included in the study exist and have stronger relationships with the variables currently being studied.
Authors: Amy Knox and Lena Giang
Faculty Advisor(s): Dr. Paul Flaspohler and Amy Kerr, Department of Psychology