Table 3.
Partial Correlations between executive functions (EF), ADHD symptoms, and learning behaviors in ADHD and TD groups.
| Competence | Attitude toward | Attention/ | Strategy/ | Total | ||
|---|---|---|---|---|---|---|
| motivation | learning | persistence | flexibility | score | ||
| TD | BRI | -0.400∗ | -0.471∗∗ | -0.416∗ | -0.747∗∗ | -0.676∗∗ |
| MI | -0.776∗∗ | -0.647∗∗ | -0.652∗∗ | -0.552∗∗ | -0.799∗∗ | |
| Inatt. | -0.798∗∗ | -0.660∗∗ | -0.541∗∗ | -0.402∗ | -0.717∗ | |
| H/I | -0.340∗ | -0.206 | 0.117 | -0.410∗ | -0.382∗ | |
| ADHD | BRI | -0.180 | -0.427∗ | -0.272 | -0.606∗∗ | -0.618∗∗ |
| MI | -0.664∗∗ | -0.575∗∗ | -0.322 | -0.543∗∗ | -0.677∗∗ | |
| Inatt. | -0.518∗∗ | -0.458∗ | -0.436∗ | -0.268 | -0.428∗ | |
| H/I | -0.106 | -0.229 | -0.353∗ | -0.321 | -0.313 | |
∗p < 0.05, ∗∗p < 0.01. Controlling for parental education and gender. BRI, Behavioral Regulation Index; MI, Metacognition Index; Inatt, Inattention symptoms; H/I, Hyperactivity/Impulsivity symptoms.