بعض المتغيرات النفسية والبيئية المرتبطة بالتعلم عن بعد وعلاقتها باضطراب فرط الحركة وتشتت الانتباه لدى عينة من طلاب المرحلة الابتدائية

This research aimed to identify some psychological and environmental variables associated with distance learning and their relationship to Attention Deficit Hyperactivity Disorder (ADHD) among a sample of primary school students. The researcher used a descriptive correlational approach. The research sample consisted of (40) male and female primary school students with ADHD in Qalyubia Governorate, aged between (6-12) years. The research instruments included: a scale of psychological variables and a scale of environmental variables associated with distance learning ( by the researcher). The results showed a statistically significant correlation between ADHD among primary school students and achievement motivation in distance learning; a statistically significant correlation between ADHD among primary school students and attitudes towards distance learning; and a statistically significant correlation between ADHD among primary school students and their social interaction. The research recommended the necessity of developing distance learning environments that are appropriate for the needs of primary school students, especially those with ADHD. Attention, by preparing and qualifying teachers to use appropriate teaching strategies, raising awareness among parents about the importance of creating a home environment that supports learning, providing guidance and psychological programs that contribute to developing attention and improving behavior, while promoting cooperation between the school and the family, and utilizing the results of the study in developing curricula, electronic platforms and digital education policies in a way that ensures the provision of integrated educational and psychological support for this group. Keywords: psychological and environmental variables, distance learning, ADHD, elementary school students.