Effect of Attention-Deficit on Self-Efficacy and Academic Performance in Secondary School Going Children: A Comparative Cross-Sectional Study

Abstract

Background: Attention deficit poses a significant challenge to students' ability to focus, regulate their behavior, and manage academic tasks effectively. Evidences are present to support the influence of attention deficit on self-efficacy and academic performance among secondary level students. The study aims to identify the relationships between attention deficit, self- efficacy beliefs, and academic outcomes. Objectives: To determine the effect of attention deficit on self-efficacy and academic performance in secondary school going children. Data collection procedure: A sample of 145 students according to inclusion criteria was selected. The mean age of current study population was 15 years, with standard deviation of 0.92. Participants were divided into two groups by ADHD-RS-IV Questionnaire score, i.e., Group 1 without attention deficit with 63 participants in this group and Group 2 with attention deficit with 81 participants in this group. Sample size was calculated using open epi calculator. Non- probability convenient sampling technique was used for recruitment. Attention deficit was assessed using ADHD-RS-IV Questionnaire and Self-efficacy was assessed using SEQ-C Questionnaire. The overall duration of study was 5 months. Welch’s test was used to compare the self-efficacy and academic performance in students with and without attention deficit. Results: The Welch’s test showed highly significant difference (P-Value <0.001) between the two groups. This revealed that the students without attention deficit have higher self-efficacy and academic performance compared to students with attention deficit. Conclusion: The study concluded that there was the difference between self-efficacy and academic performance of students with and without attention deficit. The students who are not attention deficit have high self-efficacy and academic performance and the students who are attention deficit have low self-efficacy and academic performance.