Graduate Studies

 

First Advisor

Matthew J. Gormley

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Beth Doll, Eric Buhs, Jenna Finch

Department

Educational Psychology

Date of this Version

7-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Psychological Studies in Education (School Psychology)

Under the supervision of Professor Matthew J. Gormley

Lincoln, Nebraska, August 2024

Comments

Copyright 2024, Cassidy Ann Spradlin. Used by permission

Abstract

The purpose of this dissertation study was to examine the associations between student-teacher closeness, student-teacher conflict, and educational outcomes (i.e., academic, social, and behavioral outcomes) for students with elevated symptoms of attention-deficit/hyperactivity disorder (ADHD). Positive student-teacher relationship quality is linked to educational success and has been found to be inversely related to adverse outcomes in the general population. Previous research has examined differences in student-teacher relationship quality for students with ADHD, but the association between student-teacher relationship quality and educational outcomes is not well understood for students with ADHD. This dissertation study examined the association between student-teacher relationship quality and educational outcomes in a sample of elementary-aged students with elevated symptoms of ADHD. Data were collected from students who participated in a larger research study designed to examine factors related to educational success across elementary schools. Data analytic strategies included multiple regression with moderation analyses. Results suggest that ADHD status and student-teacher conflict interact to predict teacher-reported social skills in kindergarten. Additionally, student-teacher conflict was associated with teacher-reported problem behaviors for students with elevated symptoms of ADHD. Contrary to study hypotheses, ADHD status did not interact with student-teacher relationship quality to impact other educational outcomes. Further, student-teacher relationship quality in kindergarten did not predict any educational outcomes in first grade for students with elevated symptoms of ADHD. These findings provide insight into interventions and support to optimize educational outcomes for students with elevated symptoms of ADHD.

Advisor: Matthew J. Gormley

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