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What is Self-Efficacy?
What is ADHD?
How can I use this information?!
How are these related?
What research says…
What is Self-Efficacy?
Hyperactivity
Comorbid learning disorders
Results in a pattern of failures in
classroom activities, as well as failures in
social relationships.
How are these related?
Comorbidity with Major Depression. 26 % risk among ADHD
children by Young adulthood.
Depression is a serious problem due to mortality.
*** If ADHD children are experiencing more failures than others in class
due to their disorder symptoms, then won’t their self-efficacy be lower
than children without disorders?
How are these related?
How many of you…
Know how to tie your shoe?
Know how to speak french?
Know how to mix chemicals in the periodic table?
Complexity
Novelty
Uncertainty
Self-efficacy is directly related to all four of these, so self-efficacy
indirectly influences interest through 4 variables… quadratically.
Uncertainty plays the biggest role in interest.
Self-efficacy affects uncertainty: “How will the activity end up?”
If ADHD children have interest in an activity, it leads us to think that
they might have a better chance at improving their attention for that
activity.
What research says…
Fuzzy dart test – skill test, try to hit target
with dart at various distances.
distance was adjusted at varying length for different groups, as
well as varying the lengths for another group.
interest decreased when it got too easy.
those put in the moderate difficulty condition were most
interested in repeating the task.
those who were placed farthest from the target agreed that it
would be more interesting if the line was moved closer to the
target.
What research says…
7
6
difficulty
5
4 confidence
2 interest
Why is this? It’s suggested that this is due to the ‘label’ of being
LD, but the study did not have evidence of this.
So now we know…
What Self-Efficacy is…
What ADHD is…
How they affect each other…
What research has to say about it
Verbal Persuasion
encouragement, convince them
success is result of self.
Vicarious Experiences
observation of modeled behaviors
Imagined Experience
imagining yourself in the experience
Performance Experience
actual practice of the activity, “Practice makes perfect!”
Maddux (1995)
How can I use this information?!
WHO can use this information…
Educators and Parents
Children
School Psychologists
Bandura
James E. Maddux
Websites:
RESOURCES
Children and Adults with Attention Deficit Disorder (CHADD)
http://www.chadd.org
Dunn and Shapiro, (1999) Gender Differences in the Achievement Goal Orientations of ADHD children, Cognitive
Therapy and Research, 23, No.3, 327-344.
J.W. Santrock, (2003) Children, 7th Edition. New York, NY: McGraw Hill.
Jacobs, Lanza, Osgood, Eccles, and Wigfield, (2002) Changes in Children’s Self-Competence and Values: Gender
and Domain Differences across Grades one through Twelve, Child Development, 73:2, 509-527
Jamner, Henker, Delfino, and Lozano, (2002) The ADHD Spectrum and Everyday Life: Experience Sampling of
Adolescent Moods, Activities, Smoking, and Drinking, Whalen, Child Development, Vol 73, No 1, 209-227.
Maddux, J. E. (Ed). (1995). Self-Efficacy, Adaptation, and Adjustment; Theory, Research, and Application. New
York: Plenum.
Mash, Eric J. and Barkley, Russell A. (2003). Childhood Mood Disorders. In Mash, Eric J. and Barkley, Russell A.
Child Psychopathology, Second Edition (pp.233-278). New York, NY: The Guilford Press.
Mash, Eric J. and Barkley, Russell A., (2003) Attention-Deficit/Hyperactivity Disorder, In Mash, Eric J. and Barkley,
Russell A. Child Psychopathology, Second Edition (pp.75-143). New York, NY: The Guilford Press.
Vance, Costin and Maruff , (2002) Attention Deficit Hyperactivity Disorder, combined type (ADHD-CT): differences
in blood pressure due to posture and the child report of anxiety, , European Child & Adolescent Psychiatry, 11, 24-
30.
CONTACT ME
Questions for Me? Contact me at:
mlsommer@kent.edu
330-672-9050
www.mcs.kent.edu/~mtackett/psyc