Predicting Academic Achievement in ADHD Students Based on Family Functions

The purpose of this study was to predict the academic achievement of ADHD students based on family functions and mindfulness, acceptance, and practice. This study was a descriptive-correlational one. The statistical population of the study consisted of all students of ADHD students referring to the Wall Rehabilitation Center in Karaj city in 1398. The sample size was 300 students who were selected using the available sampling method and Cochran formula. Data were collected using the Academic Success Inventory for College Students (ASICS), Family Assessment Device (FAD), The Five Facet Mindfulness Questionnaire (FFMQ), Acceptance and Action Questionnaire-II (AAQ-II). Multivariate linear regression was used to analyze the data in SPSS software version 23. The findings showed that the most important predictors of academic achievement were family functioning and mindfulness, acceptance, and practice, respectively. The most important predictors of academic performance in the components of family functions were role, behavior control, and emotional attachment, respectively. Notes can be useful tips for educators and families.