Comparison of Academic Help-Seeking, Problem-Solving Strategies, and Self-Efficacy in Students with Attention Deficit/Hyperactivity Disorder and Normal Students in Shiraz Elementary Schools
الموضوعات :Erfaneh Tarahi 1 , Alireza sharifi 2 , Abbas Anarinejad 3
1 - M.A. in Elementary Education, Islamic Azad University, Fasa, Fasa, Iran
2 - M.A. in Clinical Psychology, Islamic Azad University marvdasht, marvdasht, Iran
3 - Assistant Professor, Department of Educational Sciences, Farhangian University, Shahid Rajaee Campus, Shiraz, Iran
الکلمات المفتاحية: Academic help-seeking, Problem-solving strategies, Self-efficacy, Attention Deficit/Hyperactivity Disorder (ADHD),
ملخص المقالة :
Introduction:This study aimed to compare academic help-seeking behaviors, problem-solving strategies, and self-efficacy between students with Attention Deficit/Hyperactivity Disorder (ADHD) and typically developing peers.
research methodology: Using a causal-comparative design, the sample included 40 typically developing students (selected via multi-stage cluster sampling) and 40 students with ADHD (selected through purposive sampling) from grades 4–6 in Shiraz elementary schools (2019–2020 academic year). Data were collected using Ryan and Pintrich's (1997) Academic Help-Seeking Questionnaire, Cassidy and Long's (1996) Problem-Solving Strategies Questionnaire, and Sherer et al.'s (1981) General Self-Efficacy Scale.
Findings: Multivariate analysis of variance (MANOVA) revealed significant differences (p<0.01) between groups in academic help-seeking, problem-solving strategies, and self-efficacy. Further analysis showed significant group differences (p<0.01) in adaptive/avoidant help-seeking and all problem-solving components (helplessness, control, creativity, confidence, avoidance, and approach styles).
Introduction:This study aimed to compare academic help-seeking behaviors, problem-solving strategies, and self-efficacy between students with Attention Deficit/Hyperactivity Disorder (ADHD) and typically developing peers.
research methodology: Using a causal-comparative design, the sample included 40 typically developing students (selected via multi-stage cluster sampling) and 40 students with ADHD (selected through purposive sampling) from grades 4–6 in Shiraz elementary schools (2019–2020 academic year). Data were collected using Ryan and Pintrich's (1997) Academic Help-Seeking Questionnaire, Cassidy and Long's (1996) Problem-Solving Strategies Questionnaire, and Sherer et al.'s (1981) General Self-Efficacy Scale.
Findings: Multivariate analysis of variance (MANOVA) revealed significant differences (p<0.01) between groups in academic help-seeking, problem-solving strategies, and self-efficacy. Further analysis showed significant group differences (p<0.01) in adaptive/avoidant help-seeking and all problem-solving components (helplessness, control, creativity, confidence, avoidance, and approach styles).
Conclusion: These findings highlight distinct cognitive-behavioral patterns in students with ADHD, suggesting the need for targeted educational interventions.
Key Words: Academic help-seeking, Problem-solving strategies, Self-efficacy, Attention Deficit/Hyperactivity Disorder (ADHD).
Conclusion: These findings highlight distinct cognitive-behavioral patterns in students with ADHD, suggesting the need for targeted educational interventions.
Key Words: Academic help-seeking, Problem-solving strategies, Self-efficacy, Attention Deficit/Hyperactivity Disorder (ADHD).
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