Abstract
The purpose of this study was to investigate the impacts of ADHD tendency on academic burnout in elementary school students, and to verify the multiple medicating effects of parental support and depression on those impacts. From two elementary schools located in capital area, 559 students at grades 4-6 were surveyed about their levels of ADHD tendency, parental support, depression and academic burnout. The survey data were analyzed using structural equation modeling (SEM), and the multiple mediating effect was verified through bootstrap analysis. The results were as follows. First, ADHD tendency had direct and indirect impacts on academic burnout. Second, the multiple mediation analysis indicated that both parental support and depression had mediating effects on the impacts of ADHD tendency on academic burnout. The significance of this study lies in its demonstration that students with ADHD tendencies may exhibit additional academic problems such as academic burnout, and that interventions should go beyond mere academic support to simultaneously address social support like parental support and emotional issues like depression.
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