ADHD and emotional engagement with school in the primary years: Investigating the role of student–teacher relationships

Background Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school‐level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well‐being in the general po...

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Veröffentlicht in:	British journal of educational psychology 2020-06, Vol.90 (S1), p.193-209
Hauptverfasser:	Rushton, Sophie, Giallo, Rebecca, Efron, Daryl
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Adult Age Attention Deficit Disorder with Hyperactivity - psychology Attention Deficit Hyperactivity Disorder Child Child Behavior Children Children & youth Closeness Comparative Analysis Conflict Conflict, Psychological Control Groups Correlation Drug Therapy Drugs Economic status Educational psychology Elementary School Students Elementary schools Female Foreign Countries Grade 1 Humans Intervention Learner Engagement Longitudinal Studies Male Outcomes of Education Parent Attitudes Path Analysis Role school engagement School Holding Power School Teachers Schools Social Interaction Socioeconomic Status Student Attitudes Student teacher relationship Students Students - psychology student–teacher conflict Symptoms (Individual Disorders) Teacher Attitudes Teacher Student Relationship Well being
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