Examining the Relationship Between Interest in Learning and School Engagement for Students with Attention-Deficit/Hyperactivity Disorder

Abstract

Engaging children with ADHD in learning can be challenging. Interest in learning is proposed as a potentially efficacious mechanism through which to target and increase the school engagement of students with ADHD. The present study establishes the relationship between interest in learning and school engagement for students with ADHD and measured the ability of interest in learning to moderate the effect of ADHD on school engagement. The constructs of ADHD, interest in learning, and school engagement are explored and analyzed. Results of the study support the important role of interest in learning for promoting school engagement for all students and the relationship between interest in learning and school engagement for students with ADHD. Implications for practice are discussed with an emphasis on the role of the clinician and educator in triggering and supporting the development of interest in learning. Additional research on interventions designed to increase interest in learning and school engagement of children with ADHD is needed to inform best practice for clinicians and educators.