Understanding How Motivational Support Practices Impact Children’s ADHD Symptoms and Student Engagement in Early Elementary Classrooms

Abstract

Many children with diagnosed and subclinical Attention-Deficit/Hyperactivity Disorder (ADHD) struggle with low academic motivation and appear disengaged (e.g., appear off-task, feel bored and frustrated) in early elementary classrooms. However, teacher motivational support practices (i.e., autonomy support, structure, and positive student-teacher relationships) can mitigate challenges and protect against disengagement and underachievement by targeting children’s motivational needs. The overarching goal of this dissertation was to understand how teachers’ motivational support practices impact children’s ADHD symptoms and engagement in early elementary classrooms. The objectives for this dissertation were: 1) To understand the associations between teachers’ motivational support practices and children’s ADHD symptoms in Grade one classrooms; 2) To examine whether teachers’ motivational support practices account for some or all of the relationship between children’s ADHD symptoms and student engagement; and 3) To produce a practice report for educators and school psychologists communicating how this research can be applied in classrooms for mitigating motivational deficits and enhancing engagement, particularly among young children with elevated ADHD symptoms. Students and teachers across public elementary schools in three Ontario school boards were recruited from Grade one classrooms. Results from our first study suggested that Grade one children’s problem behaviours (like ADHD symptoms and conduct problems) drove teachers’ negative impressions and undermined children’s experiences of teachers’ autonomy support. Findings from our second study demonstrated that teachers’ motivational support practices did not mediate the relationship between children’s ADHD symptoms and student engagement. This finding underpinned the need for educators and researchers to consider age-, ADHD-, and context-specific factors unique to Grade one when applying motivational support practices. By highlighting the crucial transition when children transition from kindergarten to grade school, this dissertation provides novel insight into understanding why young children with ADHD symptoms may experience difficulties feeling motivated and engaging in the classroom.