Valerie Karstensen

This study aimed to examine the predictive relationship between self-advocacy, resilience, and adaptive behavior in adults with ADHD. A correlational descriptive research design was used, with a sample of 400 adults with ADHD recruited through online platforms and mental health clinics. Participants completed standardized assessments, including the Adaptive Behavior Assessment System-Third Edition (ABAS-3) for adaptive behavior, the Self-Advocacy Measure for Youth and Adults (SAMYA), and the Connor-Davidson Resilience Scale (CD-RISC). Data were analyzed using Pearson correlation and multiple linear regression in SPSS-27 to evaluate the relationships between self-advocacy, resilience, and adaptive behavior. Descriptive statistics indicated moderate levels of adaptive behavior (M = 85.32, SD = 9.87), self-advocacy (M = 60.41, SD = 11.56), and resilience (M = 69.87, SD = 14.92). Pearson correlation results revealed significant positive associations between adaptive behavior and both self-advocacy (r = 0.58, p < 0.01) and resilience (r = 0.62, p < 0.01). Multiple linear regression showed that self-advocacy and resilience collectively accounted for 44% of the variance in adaptive behavior (F(2, 397) = 45.82, p < 0.01, R² = 0.44). However, when examined separately, self-advocacy (B = -0.09, p = 0.024) had a significant negative predictive effect, while resilience (B = -0.022, p = 0.502) was not a significant predictor. The findings suggest that while both self-advocacy and resilience are correlated with adaptive behavior, their individual predictive effects differ, with self-advocacy playing a more prominent role. These results highlight the importance of fostering self-advocacy skills in adults with ADHD to enhance adaptive functioning. Further research is needed to explore moderating factors that may influence these relationships.

Purpose: Academic motivation is a critical driver of educational outcomes, influenced by various factors including attitudes toward education and civic knowledge. Despite abundant research on these factors independently, their collective impact on academic motivation remains underexplored. This study aims to fill this gap by examining how attitudes toward education and civic knowledge together predict academic motivation. Methodology: A cross-sectional study design was employed with a sample of 350 participants derived from high schools and universities, based on Morgan and Krejcie’s table for sample size. Data were collected using validated scales: the Academic Motivation Scale (AMS), Education Attitude Scale (EAS), and Civic Knowledge Assessment Test (CKAT). Pearson correlation and linear regression analyses were conducted using SPSS version 27 to explore the relationships between the study variables. Findings: Descriptive statistics indicated moderate levels of academic motivation (Mean = 4.21, SD = 1.05), positive educational attitudes (Mean = 3.89, SD = 0.78), and varied civic knowledge (Mean = 3.45, SD = 0.88). Pearson correlation showed significant positive relationships between academic motivation and attitudes toward education (r = .312, p < .001) and civic knowledge (r = .287, p < .001). Regression analysis revealed that both attitudes toward education (β = 0.32, p < .001) and civic knowledge (β = 0.27, p < .001) significantly predicted academic motivation, accounting for 20.9% of the variance (R² adjusted = .209). Conclusion: The findings confirm that both educational attitudes and civic knowledge are significant predictors of academic motivation. These results underscore the importance of integrating civic education into curricula and fostering positive educational attitudes to enhance academic motivation. Future educational policies and practices should consider these dimensions to effectively support academic engagement and achievement.