Andrew J. Martin
The role of personal best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD
University of Sydney
context competitive classroom settings relativistic assessment schedules groups students may particularly benefit emphasis personal progress personal growth approaches academic development building recent promising results general samples high school students undifferentiated academically atrisk subgroups within dominant models attention executive functioning present study examines potential personal best pb goals students attentiondeficithyperactivity disorder adhd study focuses n 87 students adhd n 3374 nonadhd peers schools year levels addition supplementary analysis randomly drawn nonadhd subsample n 87 second supplementary analysis controlling achievement multigroup multivariate path analyses demonstrated significant positive associations pb goals academic outcomes achievement behavioral engagement students adhd b similar positive effects nonadhd students n 3374 replicated results randomly drawn nonadhd subsample n 87 e similar findings controlling achievement f absolute parameter estimates trended larger students adhd nonadhd students findings indicate positive role pb goals may generalize across diverse student groups appears merit broadly promoting pb goals amongst adhd potentially academically atrisk students nonadhd students alike