Self-efficacy for self-regulated learning in adolescents with and without attention deficit hyperactivity disorder (ADHD)

• Female youth with ADHD reported lower SESRL beliefs than females without ADHD.
• Male youth with ADHD reported more positive SESRL beliefs than females with ADHD.
• More positive SESRL beliefs were related to higher achievement and lower internalizing scores.
• Inattention predicted SESRL beliefs controlling for the mediating variables.

This study examined the self-efficacy for self-regulated learning (SESRL) beliefs of male and female youth with and without Attention-Deficit/Hyperactivity Disorder (ADHD) and explored the contribution of youth self-reports of inattention, internalizing symptoms, and academic achievement to SESRL beliefs. Thirty-one youth with ADHD (18 males, 13 females) and 31 youth without ADHD (17 males, 14 females) aged 13 to 18 completed measures of self-efficacy, ADHD symptomatology, achievement, and internalizing problems. Female youth with ADHD reported the lowest levels of confidence in their ability to self-regulate their learning. Male youth with ADHD reported similar levels of SESRL beliefs as youth without ADHD. A multiple mediation analysis with the full sample revealed that internalizing symptoms and academic achievement did not mediate the relationship between self-reported inattention symptoms and SESRL beliefs. The findings suggest a need for ongoing research into the SESRL beliefs of youth with ADHD.