The Moderating Role of Emotional Regulation on the Relationship between School Results and Personal Characteristics of Pupils with Attention Deficit/Hyperactivity Disorder

Abstract

This study aimed to explore the possible moderating role of emotional regulation in the relationship between problem-solving ability, visuomotor precision and visuospatial integration on the one hand and school results on the other in pupils with ADHD. A total of 241 pupils with ADHD (study group) and 207 children without ADHD (control group) were included in our research. Specific tests for the evaluation of the problem-solving ability, visuomotor precision, visuospatial integration, and emotional regulation were applied. The results showed that emotional regulation is a significant moderator of the relationship between school results and problem-solving ability, visuomotor precision, visuospatial integration, and working memory. There are statistically significant differences depending on emotional regulation, visuomotor precision, visuospatial integration, problem-solving ability and working memory in terms of school results of students with ADHD compared to children without this diagnosis. These results can be used in the development of intervention programs.

Self-Regulation in Learning: Applications in the Academic Environment

“…Thus, it can be stated that there is a significant positive association between autonomous regulation and postintentional self-regulation in learning. So, the better the person regulates his emotions and attention to learning tasks, the more he will make progress in acquiring as much information as possible, but also in using it in contexts different from the contexts in which they were learned (skills which correspond to autonomous regulation in learning) (Kvetenska & Myska, 2017;Lincă et al, 2022).…”

Teamwork efficiency of students: does the university environment contribute to the development of this competence?

“…Social skills are as important as basic technical skills in the academic system (Lincă, 2019a(Lincă, , 2019bLincă, 2016Lincă, , 2018Linca et al, 2022;Matei & Lincă, 2019). Thus, the competence of working in a team helps the student to integrate not only into the student group but also in the insertion on the labor market (Bonavia et al, 2015;Kvetenska & Myska, 2017;F.…”

Work styles in the team depending on the education level of the students

“…Universities play a crucial role in shaping the personalities of students. Through a combination of academic instruction, extracurricular activities, and social interactions, educational institutions provide students with a diverse range of experiences and opportunities to develop critical life skills (Beigi & Shirmohammadi, 2012;De Prada et al, 2022;Lincă et al, 2022). These experiences help students to gain self-awareness, emotional intelligence, and a sense of social responsibility (Ilias et al, 2012;Kvetenska & Myska, 2017;Lincă, 2019bLincă, , 2019bLincă, , 2019aLincă, 2016: Lincă, 2018Matei & Lincă, 2019;Matei, 2021).…”