Document Type : original article


1 M.Sc., Department of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.

2 Assistant Professor, Department of Physical Education, Urmia Branch, Islamic Azad University, Urmia, Iran.

3 Ph.D. Student, Department of Physical Education, Gorgan Branch, Islamic Azad University, Gorgan, Iran.

4 Assistant Professor, Department of Physical education, Islamshahr branch, Islamic Azad University, Islamshahr, iran.


Background: Previous studies have shown that peers play an important role in the participation of children in physical activities. Nevertheless, peers’ effects on physical activity participation of children with ADHD have been rarely examined. Thus, this study aimed to examine the effects of peer acceptance on the participation of children with ADHD in physical activity with a consideration of physical self-efficacy as a mediator.
Method: In this study, we followed the descriptive-correlational method. The participants were 92 children with ADHD aged 9 to 12 years old who attended a special school for children with ADHD. Peer acceptance, physical activity, and self-efficacy were measured by the use of standard questionnaires. Data was analyzed using Structural Equation Modeling (SEM).
Results: Overall, the level of physical activity in children with ADHD was very low (0.98 out of 7). Peer acceptance positively influenced physical activity (T=7.769) and physical self-efficacy (T=6.967). Moreover, physical self-efficacy significantly mediated the association between peer acceptance and physical activity (P<0.001).
Conclusion: Our findings indicate that it is necessary to adopt appropriate strategies to increase the level of physical activity among children with ADHD. Moreover, peers play an important role in the participation of children with ADHD in physical activity and physical self-efficacy can be considered as a plausible mediator in this relationship


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