Academic achievement in ADHD adolescents experiencing barriers to learning : perceptions of parents and learners.

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dc.contributor.author Kruger, Michal
dc.date.accessioned 2014-02-25T09:15:09Z
dc.date.available 2014-02-25T09:15:09Z
dc.date.issued 2014-02-25
dc.identifier.uri http://hdl.handle.net10539/13935
dc.description.abstract The aim of this research was to determine the perceptions of parents and learners are surrounding academic achievement and the factors which contribute to it, taking into consideration barriers to learning. The research also aimed to investigate what their perceptions are on the factors which contribute to academic achievement. There were a total of six dyads, six adolescents (middle to late adolescence) and eight parents. All of the adolescents had been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Each of the adolescents took part in an interview and the parents took part in a separate interview. The interviews were semi-structured in nature. The findings of the study indicated that academic achievement was defined as being based on marks or on the ability of the learners to achieve their potential. The factors perceived to influence academic achievement such as peers, educators, school environment and the role of parents were found to be similar between parents and adolescents. The barrier to learning (ADHD) was not perceived as having a greater influence on academic achievement than any other factor. en_ZA
dc.language.iso en en_ZA
dc.subject Attention-deficit hyperactivity disorder en_ZA
dc.subject Adolescents en_ZA
dc.subject Barriers to learning en_ZA
dc.subject Academic achievement en_ZA
dc.subject Parents en_ZA
dc.title Academic achievement in ADHD adolescents experiencing barriers to learning : perceptions of parents and learners. en_ZA
dc.type Thesis en_ZA


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