Self-Efficacy Influencing Parental Homework Involvement for Middle School Youth With Attention Deficit Hyperactivity Disorder (ADHD)

Self-Efficacy Influencing Parental Homework Involvement for Middle School Youth With Attention Deficit Hyperactivity Disorder (ADHD) by Diana Gintner Ed.S. , University of Massachusetts 2003 MA, Salem State University, 1990 MA, Boston University, 1976 BS, Salem State University, 1975 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University May 2017 Abstract Despite evidence demonstrating the positive impact of parental involvement in children’s education, youth transitioning from elementary school to middle school are often extended a greater level of autonomy. Parental involvement may decrease, which may pose particular challenges to students with attention deficit hyperactivity disorder (ADHD). The theoretical framework for this study was Bandura’s self-efficacy theory which involves positive self-esteem, coping strength, and persistence toward goals. Bandura’s ideas help to clarify why self-efficacy plays a role in parental involvement decisions. Through a multiple case study method, seven parents of middle school youth with ADHD, were interviewed through four open ended questions about self-efficacy as it relates to their decision to assist their youth with homework completion. Data were organized by question and the interview responses were manually analyzed. The coding process included identifying commonalities and differences, analyzing content, and synthesizing and validating themes regarding parental self-efficacy and decision-making experiences. Findings revealed that for parents, frustration with the lack of school communication and homework overload were significant concerns, and although efficacy played a role in the decision to assist with homework, the primary impetus was the desire to save their youth from emotional turmoil and academic failure. Implications for positive social change include the need for proactive communication and collaboration by schools with parents and more middle school programs to support youth with ADHD. Including parents as partners in youth education may ease the difficulty of transition to middle school and help reduce school failure and dropout rates among youth with ADHD.Despite evidence demonstrating the positive impact of parental involvement in children’s education, youth transitioning from elementary school to middle school are often extended a greater level of autonomy. Parental involvement may decrease, which may pose particular challenges to students with attention deficit hyperactivity disorder (ADHD). The theoretical framework for this study was Bandura’s self-efficacy theory which involves positive self-esteem, coping strength, and persistence toward goals. Bandura’s ideas help to clarify why self-efficacy plays a role in parental involvement decisions. Through a multiple case study method, seven parents of middle school youth with ADHD, were interviewed through four open ended questions about self-efficacy as it relates to their decision to assist their youth with homework completion. Data were organized by question and the interview responses were manually analyzed. The coding process included identifying commonalities and differences, analyzing content, and synthesizing and validating themes regarding parental self-efficacy and decision-making experiences. Findings revealed that for parents, frustration with the lack of school communication and homework overload were significant concerns, and although efficacy played a role in the decision to assist with homework, the primary impetus was the desire to save their youth from emotional turmoil and academic failure. Implications for positive social change include the need for proactive communication and collaboration by schools with parents and more middle school programs to support youth with ADHD. Including parents as partners in youth education may ease the difficulty of transition to middle school and help reduce school failure and dropout rates among youth with ADHD. Self-Efficacy Influencing Parental Homework Involvement for Middle School Youth With Attention Deficit Hyperactivity Disorder (ADHD) by Diana Gintner Ed.S. , University of Massachusetts, 2003 MA, Salem State University, 1990 MA, Boston University, 1976 BS, Salem State University, 1975 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University May 2017 Acknowledgments Throughout my journey at Walden University, I have had the opportunity to learn and grow as a scholarly student because of talented and patient instructors. I especially am appreciative to the members of my dissertation committee. I would especially like to express my gratitude and thanks to my chair, Professor Dr. Melody Richardson, and my methodologist, Dr. Gary Lacy. Both have been inspirational mentors and influencers in my movement forward as a researcher and a scholarly writer. I would like to thank them both for encouraging my research and for allowing me to grow as a research scientist. Their advice regarding both my writing and research has been invaluable. In addition, I would like to extend my appreciation to Dr. Richardson and Dr. Lacy for serving as my committee members even at hardship. I also want to thank you for letting my proposal defense be a positive moment, and for your pointed comments and suggestions that made my study a high-quality end-product. I would also like to thank my advisor, Jacqueline Cook-Jones, whose guidance through the process kept me positive and focused. I would especially like to thank the staff, director of diagnostic services, and clinical director at the study site for they were there to support me when I recruited parents of patients at the clinic and collected data for my PhD dissertation. I extend a special thanks to my family, specifically my daughters Lindsey and Jacqui, as well as my longtime friend, Jean, who extended support and perspective as I balanced classes; a full-time, demanding job; and family responsibilities. Words cannot express how grateful I am to my wonderful daughters for sacrifices that they have made on my behalf. I want to thank them for supporting me through everything, and especially I can’t thank them enough for encouraging me throughout this experience. Finally, to the parents who participated, I have such gratitude for you, as you went above and beyond to be authentic and candid about your experiences that filled my study with surprises, insights, and ideas that can be brought to educators and shared with other parents who have similar challenges.