(PS4-12) The Moderating Role of School Engagement in the Association between Emotion Dysregulation and Academic Performance Among Youth with ADHD

Abstract Text: Youth with ADHD often face challenges with emotion dysregulation (ED), which can lead to significant impairment (Bunford et al., 2015, 2018). Emotion regulation plays a key role in academic performance by helping youth to persist through frustrating tasks or challenging learning activities (Graziano et al., 2007). While self-regulation of emotions has been identified as a crucial factor in youth’s academic performance (Distefano et al., 2022), almost no research has focused specifically on how ED directly impacts academic performance in ADHD populations. Homework completion is particularly challenging for youth with ADHD, as it requires sustaining attention, managing frustration, and maintaining motivation when facing challenges. Youth with ADHD who are presented with a difficult assignment may experience intense inappropriate expression of negative emotions and disengage from the task (Langberg et al., 2018). One factor that may exacerbate or buffer the relationship between ED and academic performance is cognitive engagement in school, which reflects a student’s psychological investment in learning, perceived control and relevance of schoolwork (SEIcr) and future academic goals (SEIfg; Appleton et al., 2006). These cognitive engagement domains may uniquely contribute to academic outcomes, especially for youth with self-regulation difficulties (Wolters & Taylor, 2012).

To examine these relationships, we conducted a multiple regression analysis in a sample of 56 youth with ADHD (Mage = 12.57; 55% male; 53.6% White, 35.7% Black, 3.6% Asian, 5.4% Multiracial). We tested whether cognitive school engagement, measured via the self-reported Student Engagement Instrument (SEI; Appleton et al., 2006), moderated the association between self-reported ED (BRIEF-2, Emotion Regulation Index; Gioia et al., 2015) and parent-reported homework problems checklist (HPC; Power et al., 2006). In a multiple regression model predicting HPC, demographic covariates and main effects of ED and SEI were modeled in Step 1. In Step 2, we modeled the interaction terms for engagement-control and relevance (ED × SEIcr) and engagement-future aspirations and goals (ED x SEIfg). In Step 1, sex (b = -0.29, p = .04) and ED (b = 0.33, p = .02) were significant predictors of HPC. In Step 2, engagement-control and relevance (ED × SEIcr) emerged as a significant moderator (b = 2.01, p = .04), suggesting that engagement in academically relevant tasks exacerbated the association between ED and HPC. The interaction term with engagement-future aspirations and goals (ED × SEIfg) was also significant, indicating that students with high future aspirations experienced a buffering effect, mitigating the impact of ED on HPC (b = -3.17, p < .001).

These findings highlight the complex role of school engagement in academic performance among youth with ADHD. While sense of control and relevance of schoolwork may exacerbate the association between ED and homework difficulties, future aspirations and goal related engagement serve as a protective factor. Future research should explore interventions that enhance cognitive engagement while addressing emotion regulation difficulties to support academic success in this population.