Κατεύθυνση Σχολική ψυχολογία
Library of the School of Philosophy

2025-01-30

2025

Kavouridi Marina

Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια Εκπαιδευτικής Ψυχολογίας, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (επόπτρια)

Αικατερίνη Λαμπροπούλου, Επίκουρη Καθηγήτρια Εφαρμοσμένη Σχολικής Ψυχολογίας, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών

Διαμάντω Φιλιππάτου, Αναπληρώτρια Καθηγήτρια Μαθησιακών Δυσκολιών, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών

Στρες και Συναισθήματα Γονέων για τη Μελέτη Παιδιών Σχολικής Ηλικίας με ΔΕΠΥ: Σύγκριση με Τυπικά Παιδιά

Greek
English

Parental Stress and Emotions Regarding the Homework of School-Aged Children with ADHD: Comparison with Typically Developing Children

The present study aims to investigate parental stress related to school study and the emotions of parents of typically developing elementary school students and students with Attention Deficit Hyperactivity Disorder (ADHD). The sample consisted of 37 parents of children with ADHD (N = 30 mothers, N = 7 fathers) and 175 parents of typical children (N = 147 mothers, N = 28 fathers). These variables were studied in relation to individual factors related to the parents and the child, variables associated with homework, and the perceived support from the school. Participants were administered the Homework Stress Questionnaire (Katz et al., 2012), the Parent Feelings Questionnaire (PFQ) (Deater-Deckard et al., 1998), as well as a demographic data collection form. According to the results, parents reported moderate levels of homework stress, low levels of negative emotions, and high levels of positive emotions concerning their relationship with their child. High positive correlations were observed between parental homework stress and parents' emotions towards their relationship with their child. Additionally, it was found that parental stress levels related to study, as well as their positive and negative emotions, vary according the presence of ADHD, the child's gender, parents’ educational level, the time involved in homework, the type of parental involvement, the type of school subject, and the degree of perceived support from the school. The findings are discussed in relation to recent literature and can be utilized in the development of specialized prevention and intervention programs to support children in their homework.

Philosophy - Psychology

ADHD, homework stress, parental feelings, school-age children

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https://pergamos.lib.uoa.gr/uoa/dl/object/3461449