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Introduction:

Children with Attention Deficit Hyperactivity Disorder (ADHD) often struggle with self-regulation skills, which are essential for their overall development and success in various areas of life. Self-regulation encompasses a set of cognitive, emotional, and behavioral skills that enable individuals to control their impulses, manage their emotions, and regulate their behavior in order to achieve specific goals. Research has shown that deficits in self-regulation are common in children with ADHD and can have a significant impact on their academic performance, social relationships, and overall well-being.

The purpose of this thesis is to investigate the factors influencing the development of self-regulation skills in children with ADHD. By gaining a better understanding of these factors, we can identify effective strategies and interventions to support the development of self-regulation skills in this population. This research is important as it can contribute to the development of targeted interventions that can improve the quality of life for children with ADHD and help them reach their full potential.

Table of Contents:

Chapter 1: Introduction
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Overview of ADHD and self-regulation
2.2 Factors influencing self-regulation in children with ADHD
2.3 The role of executive functions in self-regulation
2.4 Parenting styles and self-regulation in children with ADHD
2.5 Classroom interventions for improving self-regulation skills
2.6 Cognitive-behavioral interventions for children with ADHD
2.7 Social skills training and self-regulation
2.8 The impact of medication on self-regulation in children with ADHD
2.9 Cultural influences on self-regulation in children with ADHD
2.10 Theoretical frameworks for understanding self-regulation in children with ADHD

Chapter 3: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Measures
3.4 Data Collection Procedures
3.5 Data Analysis
3.6 Ethical Considerations
3.7 Validity and Reliability
3.8 Limitations of the Study

Chapter 4: Discussion of Findings
4.1 Overview of Findings
4.2 Factors influencing self-regulation skills in children with ADHD
4.3 Implications for Practice
4.4 Recommendations for Future Research

Chapter 5: Conclusion
5.1 Summary of Findings
5.2 Implications for Theory and Practice
5.3 Limitations of the Study
5.4 Future Directions
5.5 Conclusion

Overall, this thesis aims to contribute to the existing literature on self-regulation in children with ADHD and provide valuable insights for educators, clinicians, and parents on how to support the development of these essential skills in this population.

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