Attention-Deficit/Hyperactivity Disorder (ADHD), Perceived Competence, and Self-Worth: Evidence and Implications for Students and Practitioners

Martin, Andrew J.

doi:10.1007/978-1-4614-2335-5_3

Cited by 8 publications

(11 citation statements)

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“…For a number of reasons, it was speculated that the role of academic buoyancy (found to be significant in prior work with 'regular' samples) might not generalize to students with ADHD. The low self-concept (Tabassam & Grainger, 2002) and maladaptive attributions (Douglas, 1985;Martin, 2012a) found among students with ADHD students may pose significant barriers to the adaptive buoyancy construct. Or, it may be that academic buoyancy, aimed at addressing relatively low-level 'everyday' academic risk, may not be sufficient for students who face substantial academic and clinical challengessuch as those with ADHD (Barkley, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…In failing to complete tasks, they solve fewer problems and increasingly cut themselves off from possible academic success. This can set in train a pattern of helplessness that may present a major barrier to psycho-educational factors such as academic buoyancy that may help them deal with academic difficulty (Martin, 2012a). Indeed, Weiss and Hechtman (1986) suggested that the actual symptoms of ADHD may be less problematic than the psycho-social and psycho-educational problems that result from the symptoms.…”

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confidence: 99%

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Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself

Martin

2012

Brit J of Edu Psychol

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Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself

Martin

2012

Brit J of Edu Psychol

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“…Approximately 3-5% of children will be diagnosed (most of them boys), with approximately 50-70% persisting into adolescence (Barkley, 2006;Martin, 2012a;Purdie et al, 2002). Dominant psychological models of ADHD emphasise impairments to executive functioning and self-regulation.…”

Section: Pb Goals and Students With Attention-deficit/ Hyperactivity mentioning

confidence: 99%

“…Taken together, there are cognitive-behavioural, biochemical, and neurological factors specific to ADHD that are likely to impair academic outcomes (Martin, 2012a;Vostanis, 2007;Wilmhurst, Peele, & Wilmhurst, 2011). Indeed, many of the tasks presented to children and young people at school require the very functions that ADHD seems to most impair.…”

Section: Attention-deficit/hyperactivity Disordermentioning

confidence: 99%

“…There are also neuro-scientific and biochemical models that centre on reduced metabolic activity in frontal areas of the brain impacting inattention, impulsivity, and memory, and influencing abnormalities in neurotransmitter functioning responsible for the regulation of impulse control and attention (Barkley, 2006;Chandler, 2010). Taken together, there are cognitive-behavioural, biochemical, and neurological factors specific to ADHD that are likely to impair academic outcomes (Martin, 2012a;Vostanis, 2007;Wilmhurst, Peele, & Wilmhurst, 2011). Indeed, many of the tasks presented to children and young people at school require the very functions that ADHD seems to most impair.…”

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Improving the Achievement, Motivation, and Engagement of Students With ADHD: The Role of Personal Best Goals and Other Growth-Based Approaches

Martin

2012

Aust. j. guid. couns.

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In light of recent evidence suggesting the academic benefits of personal best (PB) goals for students with attention-deficit/hyperactivity disorder (ADHD), this article explores practical approaches to implementing PB goals in the counselling and classroom context. Beginning with a brief summary of how and why PB goals impact academic outcomes and the relevance of this to students with ADHD, concrete steps to implementing PB goals are described. Following this, the broader concept of academic growth is discussed, along with some guidance as to how to operationalise growth approaches with students. Taken together, a greater focus on academically at-risk students' personal trajectories is suggested as a potentially fruitful approach to enhancing their educational outcomes.Keywords: attention-deficit/hyperactivity disorder, ADD, ADHD, goals, engagement, achievement PB Goals and Students with Attention-Deficit/ Hyperactivity DisorderGoal-setting is important for students' academic development (Anderman & Wolters, 2006;Elliot, 2005;Linnenbrink-Garcia, Tyson, & Patall, 2008;Locke & Latham, 2002;Maehr & Zusho, 2009). One of the most recently proposed goal-setting strategies involves 'personal best' (PB) goals. PB goals are defined as specific, challenging, competitively self-referenced targets towards which students strive (Martin, 2006;Martin & Liem, 2010). PB goal-setting involves focusing on one's own progress and achievement more than focusing on the progress and achievement of other students. It also involves trying to do a bit more or a bit better Anderman, Yough, & Gimbert, 2010;Betebenner, 2008Betebenner, , 2009Briggs & Betebenner, 2009;Dweck, 2006;Harris, 2011). Focusing on the individual and his/her personal progress, growth approaches are somewhat different from the more traditional static, snapshot, comparative, and norm-reference approaches. Indeed, this focus on the individual and his/her own personal progress aligns well with the student-centred work conducted by school counsellors and psychologists.In the competitive context of today's classroom, students who struggle academically may be at particular risk of giving up due to difficulties competing as effectively as other students (Christenson, Reschly, & Wylie, 2012). This struggle can be more pronounced in cases where students perceive that parents/caregivers, teachers, and more recently, government are placing pressure on them to perform competitively. On the other hand, when students compete against their own prior efforts, success becomes personally defined and potentially more accessible (Martin, 2012b).In previous research, PB goals have been shown to enhance the academic outcomes of 'regular' high school students (Liem, Ginns, Martin, Stone, & Herett, 2012;Martin, 2006;Martin & Liem, 2010). However, if PB goals are to be implemented in diverse classrooms, it is important that they have positive effects across the diversity of students in those classrooms. For school counsellors and psychologists to implement PB approaches with referred student...

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Exercise, Opportunity, and the Self-Fulfilling Prophecy

Hollar

2018

Advances in Exercise and Health for People With Mobility Limitations

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Attention-Deficit/Hyperactivity Disorder (ADHD), Perceived Competence, and Self-Worth: Evidence and Implications for Students and Practitioners

Cited by 8 publications

References 132 publications

Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself

Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself

Improving the Achievement, Motivation, and Engagement of Students With ADHD: The Role of Personal Best Goals and Other Growth-Based Approaches

Exercise, Opportunity, and the Self-Fulfilling Prophecy

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