Some gifted students may have symptoms of attention-deficit/hyperactivity disorder (ADHD), which are associated with academic challenges. Self-efficacy for mathematics is typically lower in students with ADHD symptoms compared with their peers. This study explored how gifted students’ sources of self-efficacy may mediate the relationship between their ADHD symptoms and mathematics self-efficacy. The study was conducted within the Israeli education system, which in recent years has promoted academic excellence alongside the inclusion of diverse student populations, in line with national inclusion policies. A quantitative longitudinal study collected self-report questionnaires from 88 gifted students at the beginning and end of seventh grade, to trace changes across the challenging transition year to middle school. Participants were identified as gifted students, while ADHD symptom levels were assessed as a continuous self-report variable and were not used to define twice-exceptionality. Results revealed that while higher inattention and/or hyperactivity-impulsivity levels correlated with lower mathematics self-efficacy, the effect was indirect, mediated by specific sources of self-efficacy, with the pattern and strength of the mediating relationships differing between the beginning and end of seventh grade. These findings highlight the importance of targeting self-efficacy sources to promote positive mathematical achievement for gifted students with high levels of ADHD symptoms.
Meyer et al. (2026) studied this question.