Students most valued the caring, accountable relationship with their coach, reporting motivation, confidence, and accountability gains¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? When asked for the most useful outcome of coaching, participants' comments centered on relationship dynamics with a caring coach who held them accountable respectfully. → Parker 2010
Evidence¶
Parker 2010¶
Parker, D. R., Field Hoffman, S., Sawilowsky, S., & Rolands, L. (2010). An Examination of the Effects of ADHD Coaching on University Students' Executive Functioning. Journal of Postsecondary Education and Disability, 24(2), 115-132. https://www.edgefoundation.org
q2 · i? · qualitative · r3
Qualitative interview responses to the second research question about benefits of coaching services. Students described coaches as empathetic and knowledgeable about ADHD, and reported that being held accountable helped them progress rather than harming the relationship.
"Their comments overwhelmingly focused on helpful dynamics in their relationship with a caring coach. Some students spoke to qualities in the coach, such as being a skilled facilitator of the student's planning process, tailoring suggestions to that student's needs or preferences, holding students accountable in a respectful but consistent manner."
Discussion¶
Related Claims¶
- ADHD coaching helped college students with ADHD set more specific goals broken into component steps with incremental deadlines
- Coaching helped students manage daily stress and enhanced their sense of well-being and self-control
- Transgender students report substantially fewer school supports than non-transgender peers, especially caring adult relationships and high expectations
- Compass Care participants reported increased student self-advocacy and confidence in asking for help — related
- Coached students reported growing use of self-talk as an executive functioning strategy, with one exception — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
caring-accountable-coach-relationship-benefits |
title |
Students most valued the caring, accountable relationship with their coach, reporting motivation, confidence, and accountability gains |
description |
Students most valued the caring, accountable relationship with their coach, reporting motivation, confidence, and accountability gains |
status |
review |
evidence_strength |
weak |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — parker-2010 |
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