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September 5, 2025Open Access

Does Teacher Support Relate to Student’s Self-Efficacy for Self-Regulation? ADHD Symptoms as a Moderator

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Authors

PPPilvi PeuraMPMika PaananenHSHannu Savolainen

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Overview

Observational analysis shows that teacher support improves self-efficacy in self-regulation for primary school children, highlighting ADHD's moderating role.

Key Points

  • Perceived teacher support is positively related to students' self-efficacy for self-regulation.
  • In students with ADHD symptoms, the positive relationship between teacher support and self-efficacy is stronger.
  • Primary school children who perceive emotional, instructional, and classroom management support report higher self-efficacy.
  • The findings emphasize the critical role of teacher support, particularly for students experiencing ADHD symptoms.

Cite This Study

Peura et al. (2025) studied this question.

synapsesocial.com/papers/68bb5f7a6d6d5674bcd03b83https://doi.org/10.31234/osf.io/sd2av_v1
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Supporting students with <scp>ADHD</scp> : Teachers' self‐reported knowledge of <scp>ADHD</scp> in planning and implementing strategies for social and emotional wellbeing2026
  2. 2Social–Emotional Learning for students with ADHD: investigating teacher perspectives and practices2026
  3. 3Understanding the Relationship Between Early Elementary Children’s ADHD Symptoms and Teachers’ Needs Supportive Practices2026
  4. 4Exploring the Relationships among Perceived Teacher’s Autonomy Support, Motivational Regulations, and Social-Emotional Outcomes2024 · 2 citations
  5. 5Does Teacher Support Scaffold Engagement? Academic Self-Efficacy as Mediator and Proactive Personality as Moderator Among Chinese High School Students2025