Abstract
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at heightened risk of academic underachievement, yet outcomes vary widely. Increasingly, research points to the roles of self-regulatory abilities, particularly executive functioning (EF) and emotional regulation (ER), as important predictors of academic outcomes. However, most studies have explored these domains separately, and few explore their combined or interacting contributions after accounting for ADHD symptom severity. Drawing on Barkley’s (1997, 2011, 2022) model of ADHD as a disorder of self-regulation, this study aimed to address this gap by testing a multi-component model examining the unique and combined contributions of EF and ER to academic functioning, after controlling for ADHD symptom severity. Participants were 139 children aged 6 to 12 years (M = 8.24, 44 with ADHD diagnoses), recruited via clinical referrals, research databases, and community outreach in Aotearoa New Zealand. ADHD diagnoses were established using the K-SADS-PL, supplemented by parent/teacher rating and clinician review. EF was assessed using NEPSY-II subtests and the WISC-V Working Memory Index; ER was measured using parent and teacher BASC-3 Aggression ratings. Academic functioning was derived from teacher ratings on the Academic Achievement Questionnaire and BASC-3 Learning Problems and Study Skills subscales. Hierarchical regression analyses showed EF significantly predicted academic functioning after controlling for ADHD symptom severity. ER also emerged as a unique predictor, but only after controlling for hyperactivity. Contrary to expectations, no significant interaction was found between EF and ER, suggesting these capacities contribute independently rather than interactively. These findings underscore the value of a multidimensional approach to learning risk in ADHD. While both EF and ER are relevant, EF appears to exert a more robust and consistent influence. These results highlight the importance of considering individual self-regulatory profiles, not just symptom severity, when developing educational and clinical supports for children with ADHD.