The purpose of this study was to investigate the structural relationships among the variables
affecting the formation of the school performance in children with Attention-Deficit Hyperactivity
Disorder and to analyze the effects of those variables contributing to the formation of the school
performance. For this purpose, this study analyzed the possible influences on the ADHD symptoms,
parenting stress, parenting behavior, and child social competence. ADHD Rating Scale, Parenting
Stress Scale, Parenting Behavior Scale, ADHD Social Competence Scale were administered to 51
fathers, and School Performance Scale were administered by teachers of the children with ADHD.
Several statistical procedures were carried out. The correlation analysis and Structure Equation
Modeling Analyses were deployed to examine the relations between the ADHD symptoms, parenting
stress, parenting behavior, social competence, and school performance by using the SPSS 12 and
AMOS 6. The results of this study appeared as follows. First, the indices of the fit model on the
study model showed that the parenting behavior and sociality were significant mediators of the
linkage between the ADHD symptoms and the school performance. Second, the sociality was the
most important variable influencing school performance in children with ADHD. Third, the results of
the structural equation model illustrated that ADHD symptoms, parenting stress, parenting behavior,
and social competence had direct impacts on the school performance in children with ADHD.