¿Puede explicar la teoría del flujo las diferencias de rendimiento escolar entre los niños con y sin TDAH?

Abstract

This study tests the relationship of educational performance with the time dedicated to study, the proposed goals of the students and their self-perceived abilities. The sample studied was formed by 121 students with ADHD and 124 students without any type of disorder. A transversal design has been used to compare the results of both groups. The results show that the group with ADHD dedicates less time to study, sets fewer goals and has fewer self-perceived abilities. In the group with ADHD, their educational performance is linked to the goals set and to their self-perceived abilities, although not to time. On the other hand, in the group without ADHD educational performance is related to time, the goals set and their self-perceived abilities. The educational performance of the group with ADHD has been explained through both the goals set and their self-perceived abilities, while in the group without ADHD, it has been explained through the students' self-perceived abilities. The results are discussed and future issues of study are proposed.