This study examines the influence of cognitive and psychosocial abilities on attention deficiency among preschool and elementary learners diagnosed with ADHD in Regions XI and XII. Using a quantitative research design, data were collected from 60 students through standardized scales assessing cognitive engagement, memory strategies, coping mechanisms, and attention deficiencies. The findings indicate that while learners exhibit high cognitive engagement, particularly favoring hands-on, kinesthetic learning and multimodal instructional strategies, they also experience challenges in memory retention, especially with recalling specific details. Psychosocial abilities emerged as a significant predictor of attention deficiency, showing an inverse relationship—students with stronger psychosocial skills, such as emotional regulation, seeking social support, and engaging in physical activities, reported fewer attention deficiencies. Conversely, cognitive abilities were not found to be a significant predictor, suggesting that external environmental and emotional factors may play a more critical role in sustaining attention than cognitive skills alone. Regression analysis revealed that psychosocial abilities significantly impact attention deficiency, whereas cognitive abilities did not show a statistically significant relationship. These findings highlight the need for educational interventions that integrate multimodal learning strategies, structured memory aids, and social-emotional learning programs to enhance attention regulation. Additionally, further research is recommended to explore other potential predictors, such as classroom structure, parental involvement, and socioeconomic factors, to develop a more comprehensive approach to addressing attention deficiencies among young learners.

Keywords: pre-school and elementary learners, cognitive abilities, psychosocial abilities, attention deficiency, attention deficit hyperactivity disorder (ADHD)