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Tytuł pozycji:

Social Deficits in High School Students with Attention-Deficit/Hyperactivity Disorder and the Role of Emotion Dysregulation

Tytuł :
Social Deficits in High School Students with Attention-Deficit/Hyperactivity Disorder and the Role of Emotion Dysregulation
Autorzy :
Cleminshaw, Courtney L. (ORCID 0000-0003-0184-032X) ; DuPaul, George J. (ORCID 0000-0002-4601-3507) ; Kipperman, Kristen L. (ORCID 0000-0002-8904-5867) ; Evans, Steven W. (ORCID 0000-0002-7283-2274) ; Owens, Julie Sarno
Źródło :
School Psychology, v35 n4 p233-242 Jul 2020. 10 pp.
Dostępność :
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: ; Web site: http://www.apa.org
URL :
http://dx.doi.org/10.1037/spq0000392
Recenzowane naukowo :
Y
ISSN :
2578-4218
Deskryptory :
High School Students, Attention Deficit Hyperactivity Disorder, Self Control, Interpersonal Competence, Symptoms (Individual Disorders), Depression (Psychology), Drug Therapy, Comorbidity, Racial Differences, Ethnicity, Emotional Disturbances, Family Income
Abstractor :
As Provided
Liczba referencji :
-1
Sponsoring Agency :
Institute of Education Sciences (ED)
Język :
English
Contract Number :
R305A140356
Liczba stron :
10
Education Level :
High Schools; Secondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
JAN2021
Data wpisu :
2020
Numer akcesji :
EJ1260343
Czasopismo naukowe
Attention-deficit/hyperactivity disorder (ADHD) is strongly associated with social functioning deficits in adolescents. However, the factors underlying this relationship are not well understood. Prior research has established that emotion dysregulation (ED) mediates the relationship between ADHD symptoms and social skills in middle school students and that the mediational role of ED is moderated by youth's level of depression. The current study examined whether this model holds true in high school students with ADHD, despite developmental and environmental changes during maturation. Cross-sectional measures of ADHD symptoms, emotion regulation, depression, and social functioning were collected from 174 high school students with ADHD (M age = 14.51; 81.4% male). Analyses were conducted using the PROCESS macro for SPSS. Bootstrapping results of the omnibus effect of a multiple-mediational model indicated that ADHD and ED jointly account for 49% of the variance in parent-rated social skills (i.e., evidence of mediation by ED). However, counter to our hypothesis, depression did not moderate this relationship. This study provides evidence that ED accounts for the relationship between ADHD and social deficits in an older adolescent population. Results have significant implications for intervention strategies to improve emotional self-awareness and control in adolescents with ADHD.

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