Academic Self-Efficacy Miscalibration in High School Students With ADHD

This session is from the NASP 2021 Annual Convention

  • PMD: 8
  • Skill Level: Intermediate
  • Session 7: Psychological Services for Specific Groups of Students

Learner Objectives

This session will help participants…

  1. understand the unique relationship between academic self-efficacy and achievement in high school students with ADHD.
  2. recognize that high students with ADHD may have difficulties in setting realistic goals and using effective study strategies.
  3. identify effective interventions for decreasing positive illusionary bias (PIB) in the academic domain for high school students with ADHD.


This study examined academic self-efficacy miscalibration, or the discrepancy between students’ self-efficacy and their actual competence, in high school students with ADHD. Data of 23,503 students in the High School Longitudinal Study of 2009 (HSLS:09) was used. As hypothesized, students with ADHD showed significant higher levels of miscalibration compared to their peers in math and science. Miscalibration occurred regardless of their ADHD medication status. Results will inform interventions to help students with ADHD set realistic goals.



Jae Hyung Ahn, Lehigh University
George J. DuPaul, Lehigh University

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