Predicting Academic Progress of Children with Hyperactivity Disorder based on Self-Esteem and Academic Self-Regulation

Abstract

The purpose of this research is to predict the academic progress of children with hyperactivity disorder based on self-esteem and academic self-regulation. The statistical population of this research included all children with hyperactivity disorder who had referred to rehabilitation centers in Tehran in 2023 and had the ability to answer the questions of the research questionnaires. The number of sample members was considered to be 100 people, and two-stage sampling was done by selecting several available rehabilitation centers in the first stage, and then in a simple random manner and using a lottery from among those who refer to these centers (second stage). The measurement tools in this research were Pham and Taylor's (1994), Rosenberg's self-esteem (1965) and Bouffard et al.'s (1995) academic self-regulation questionnaires, which had acceptable validity and reliability. In order to analyze the data, inferential statistics of Pearson's correlation coefficient and step-by-step multiple regression were used using SPSS-24 software. The results showed that between academic progress and self-esteem; And there is a positive and meaningful relationship between academic progress and academic self-regulation. Also, the results of statistical analysis indicated that self-esteem and academic self-regulation can predict academic progress.