النموذج البنائي للعلاقات السببية بين نقص الانتباه وفرط النشاط وتنظيم الذات وما وراء الذاكرة والأداء الأكاديمي لدى طلبة الجامعة
The study aimed to verify the proposed structural model of causal relations between ADHD, self-regulation, Meta-memory, and academic performance and identify differences between males and females in the study variables for (268) Helwan university students with a mean age of (20.64) years and SD (1.76) years. The battery applied to them consisted of ADHD scale, self-regulation scale, and meta-memory, using the corresponding descriptive method. We proved the lack of gender differences in self-regulation, academic performance, and meta-memory except for memory awareness and the use of strategies. The results indicated that there are direct and statistically significant paths of attention deficit in self-regulation and meta-memory, indirect pathways of attention deficit in meta-memory through self-regulation, a positive indirect path of self-regulation in academic performance through control, a positive direct path from meta-memory in academic performance, and indirect path of attention deficit hyperactivity in academic performance through meta-memory. (Published abstract)