Self-regulation and self-regulated learning are closely linked to academic achievement and can be an important protective factor for individual's future development. Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are characterised by difficulties with executive functions, which are crucial for self-regulation and play an important role in learning and functioning in the school environment. Researchers point out that self-regulation should not be seen as a process based solely on the individual's abilities, but that we should also take into account the influence of social factors, including upbringing in the home environment. There is limited research on the relationship between the characteristics of students with ADHD, home environment factors and self-regulation, both in Slovenia and internationally.
In our study, we wanted to find out how weak response inhibition affects the behaviour of students with ADHD in challenging home situations. We examined how support for children's autonomy and punitive discipline, as two aspects of parenting styles, relate to the self-regulation of learning in students with ADHD. We also investigated the impact of routines in the home environment on students' impulsivity in the school environment. We used descriptive correlational educational research methodology. Fifteen pairs of parents and students with ADHD aged between 11 and 15 years, enrolled in the last four years (grades 6 to 9) of an adapted primary school programme with special education support, participated in the study. Two composite questionnaires (for parents and students), consisting of six validated questionnaires or scales about the different content areas of the study, were used for data collection. The Home Situation Questionnaire (HSQ) was used to determine the frequency of problematic behaviour in the home environment. The Executive Function Questionnaire (ESQ-R) for students and the Executive Function Questionnaire (ATTEX) for parents was used to determine the severity of ADHD symptoms in the areas of impulsivity and inhibition. The Self-Regulation of Learning Questionnaire (FSL-7) was used to examine the extent to which students use self-regulated learning strategies, and the Parenting Dimensions Questionnaire (PBDQ) was used to examine different aspects of parenting in the home environment. The Child Routines Questionnaire (CRQ) was used to identify the characteristics of routines in the student’s home environment. We found that students who have less developed inhibition show more problematic behaviour in challenging home situations and that students who perceive more support for their autonomy and more punitive discipline at home are less likely to use self-regulatory strategies. We also found that students who have more routines in their home environment show less impulsivity in their actions.
The findings of the study can make an important contribution to understanding the difficulties of students with ADHD who have poorly developed response inhibition, and to understanding how parenting styles and home environment characteristics affect the ability of students with ADHD to self-regulate their learning and behaviour.
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