Attention-Deficit/Hyperactivity Disorder (ADHD), Perceived competence, and self-worth: Evidence and implications for students and practitioners

Abstract

Perceived competence and self-worth have received extensive attention in relation to "mainstream" students. Relatively less attention has been given to perceived competence and self-worth in relation to students with special needs. The present chapter does so with specific focus on students with Attention-Deficit/Hyperactivity Disorder (ADHD), their functioning in the academic domain, and extensions of findings to students with learning disabilities more generally. The research focusing on students with ADHD identifies numerous factors underpinning their perceived academic competence and self-worth. These factors hold direct implications for strategies practitioners can use to develop more positive conceptions of self. Through genuinely addressing psycho-educational, interpersonal, and academic factors relevant to perceived competence and self-worth, there are clear intrapsychic and educational benefits to be gained by students with ADHD-and by practitioners seeking to improve their academic functioning. Addressing some, most, or all of these factors places the students with ADHD in a stronger position to achieve to their potential and feel more positive and optimistic about learning and about themselves.