Family functioning, social competence, ADHD tendencies and academic difficulties in adolescents

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dc.contributor.authorZainab Fayyaz
dc.date.accessioned2026-01-20T23:19:04Z
dc.date.available2026-01-20T23:19:04Z
dc.date.issued2024-08-15
dc.description.abstractThe current research was conducted to find out the relationship among Family Functioning, Social Competence, ADHD Tendencies and Academic Difficulties. In this quantitative correlation research, 300 adolescents (170 males and 130 females aged between 11 to 17 years (M= 13.10, SD=1.49) from different government schools of Lahore who were selected through purposive sampling. A demographic form, Family Communication Scale, Family Satisfaction Scale (Zahra & Saleem,2021), Social Competence Scale (Khurshid & Mahmood, 2018), ADHD Self-Report Scale (Kessler,2005) and School Children Problem Checklist (Saleem & Mahmood,2011) was provided to the participants. The correlation analysis results revealed that family functioning and social competence was significant negatively correlated with ADHD tendencies and academic difficulties whereas family functioning was positive corelated with social competence. It also indicated that a significant positive relationship between ADHD tendencies and academic difficulties. The multiple hierarchical regressions revealed that poor family functioning, poor social competence and ADHD tendencies were positive predictors of academic difficulties. The t-test revealed there was no significant gender differences among family functioning, social competence and academic difficulties. The one way ANOVA results revealed no significant differences in classes of the participants among family functioning, social competence, ADHD tendencies and academic difficulties.
dc.identifier.urihttps://escholar.umt.edu.pk/handle/123456789/18334
dc.language.isoen
dc.publisherUMT Lahore
dc.titleFamily functioning, social competence, ADHD tendencies and academic difficulties in adolescents
dc.typeThesis
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