Examining the Relationship Between Symptoms of Attention-Deficit/Hyperactivity Disorder and Academic Achievement with Parental Expressed Emotion in Students

Javad  Yousefzadeh Ghandkanlou; Mohamad hasan sarafrazi ardakani; Nahid  Esmaili; Hilda Hasani; Zahra Esmaeili

doi:10.63053/ijhes.149

Authors

Javad Yousefzadeh Ghandkanlou . M.A. in Clinical Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran
Mohamad hasan sarafrazi ardakani M.A. in General Psychology, Ardakan University, Yazd, Iran.
Nahid Esmaili M.A. in Counseling, Roudehen Branch, Islamic Azad University, Tehran, Iran
Hilda Hasani M.A. in Educational Psychology, Islamic Azad University, Islam Shahr Branch, Tehran, Iran
Zahra Esmaeili M.A. in Clinical Psychology, Islamic Azad University, Karaj Branch, Tehran, Iran

DOI:

https://doi.org/10.63053/ijhes.149

Keywords:

Hyperactivity, Attention Deficit, Expressed Emotion, Academic Achievement

Abstract

Introduction and Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common childhood disorder, and its primary symptoms include inattention, impulsivity, and hyperactivity. The present study investigated the relationship between ADHD symptoms and academic achievement with parental expressed emotion among students in Ardabil Province.

Research Method: This was a descriptive cross-sectional study with convenience sampling. The study population consisted of 1,864 tenth and eleventh-grade students in Ardabil during the 2021-2022 academic year. Data were collected using the Adult ADHD Self-Report Scale (ASRS) (Kessler et al.) and the Emotional Expressiveness Questionnaire (EEQ) (King & Emmons). Data analysis was performed using SPSS version 27, employing descriptive statistics, regression, and F-tests.

Findings: Results showed that the F-test for the positive expressed emotion component was significant at a 95% confidence level (p < 0.05), indicating a relationship between academic achievement and positive expressed emotion. Additionally, ADHD significantly predicted negative expressed emotion and total expressed emotion (p < 0.01).

Conclusion: There was a significant relationship between ADHD symptoms, parental expressed emotion, and students' academic achievement. Given the importance of family in adolescent development and mental health, training in emotion management for both parents and students is essential.

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