1
|
Norvilitis JM, Liu M, Zhang J. Self-perception of academic ability and ADHD symptoms in college students in China and the United States: A preliminary study. Bull Menninger Clin 2023; 87:250-265. [PMID: 37695884 DOI: 10.1521/bumc.2023.87.3.250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/13/2023]
Abstract
Children with ADHD are frequently reported to demonstrate a positive illusory bias in multiple domains. Less is known about such a bias in college students. This study examined academic positive illusory bias in college students and whether cultural factors play a role in its expression. A total of 633 college students from China and the United States completed measures designed to assess biased self-perception of academics. Among other measures, the nonclinical sample completed a math task and then estimated their own achievement and completed measures of intellectual and scholastic self-competence. Symptoms of ADHD were unrelated to overconfidence on the math task and were negatively related to reports of self-competence. However, individualism and collectivism were related to overconfidence and self-competence. In contrast to results from research in other domains, academic positive illusory bias among those with more symptoms of ADHD does not appear to persist into college.
Collapse
Affiliation(s)
| | - Mingli Liu
- Associate professor of psychology at Hunan University of Science and Technology, Hunan, China
| | - Jie Zhang
- Distinguished professor of sociology at SUNY Buffalo State, Buffalo, New York
| |
Collapse
|
2
|
Rosello B, Berenguer C, Raga JM, Baixauli I, Miranda A. Executive functions, effortful control, and emotional lability in adults with ADHD. implications for functional outcomes. Psychiatry Res 2020; 293:113375. [PMID: 32798933 DOI: 10.1016/j.psychres.2020.113375] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Revised: 07/31/2020] [Accepted: 08/02/2020] [Indexed: 12/27/2022]
Abstract
Adults with diagnosis of childhood attention-deficit hyperactivity disorder (ADHD) experience impairments in self-regulation (SR). This study examined whether subgroups of these impairments can be established based on differentiable patterns. The relationships between these subgroups and a group without ADHD were then analyzed, focusing on functional outcomes. Executive functions, effortful control, and emotional lability, in addition to self-concept, quality of life, and different comorbidities, were evaluated in 61 adults with a childhood diagnosis of ADHD and 54 adults without ADHD. Latent profile analysis (LPA) revealed three ADHD classes based on different self-regulation indicators: "Normalized" (49.18%), "Moderate impairments" (27.86%), and "Severe generalized impairments" (22.96%), who were compared with a Non-ADHD group on different functional measures. The "Normalized" profile showed significantly less dysfunctionality than the other two profiles, and it only exhibited significant differences with respect to the Non-ADHD group on the Hyperactivity index. By contrast, the "Severe generalized impairments" group, with the lowest self-regulatory skills, was impaired on all the functional outcomes. Self-regulatory skills could be a key target in interventions for adults with ADHD.
Collapse
|
3
|
Abstract
Objective: When assessing adult ADHD, self-report measures are commonly used to guide clinical diagnosis. Self-report measures may be broadband covering a range of behaviors or narrowband and specific to symptoms associated with ADHD. Method: This study examined the results of broadband and narrowband measures for college students referred for evaluation of ADHD at a university clinic. Results: With consideration of diagnosis, which included additional information, the group of students who received a diagnosis of ADHD differed significantly from those who did not receive an ADHD diagnosis only on the symptom sets associated with ADHD for both the broadband and narrowband. At the same time, for the total sample, significant correlations emerged for ADHD symptoms with social stress, anxiety, and sense of inadequacy. Conclusion: This suggests the need for consideration of alternative or co-occurring factors influencing symptom presentation and functional impairment.
Collapse
|
4
|
Kurman J, Rothschild-Yakar L, Angel R, Katz M. How Good Am I? Implicit and Explicit Self-Esteem as a Function of Perceived Parenting Styles Among Children With ADHD. J Atten Disord 2018; 22:1207-1217. [PMID: 25672670 DOI: 10.1177/1087054715569599] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE To investigate implicit and explicit self-esteem and academic self-evaluation among children with ADHD as a function of parenting styles, namely, authoritarian, authoritative and permissive parenting. METHOD Participants included 43 children with ADHD and 35 non-ADHD controls who filled out self-concept and perceived parenting style questionnaires. They also took an Implicit Association Test (IAT) that measured unacknowledged self-esteem. RESULTS Lower self-esteem was found among children with ADHD than among controls, with stronger effect on the implicit level. Perceived authoritarian parenting was related to lower implicit self-esteem among children with ADHD. Higher self-esteem was found in the authoritative than in the permissive parenting groups in the non-ADHD control group but not among children with ADHD. CONCLUSION The role of parental support versus authoritarian parenting in terms of implicit self-esteem points to the importance of promoting responsiveness strategies among parents in the treatment of children with ADHD.
Collapse
Affiliation(s)
| | | | | | - Miri Katz
- 2 Safra Children's Hospital, Tel Hashomer, Israel
| |
Collapse
|
5
|
Al-Yagon M. Perceived Close Relationships With Parents, Teachers, and Peers: Predictors of Social, Emotional, and Behavioral Features in Adolescents With LD or Comorbid LD and ADHD. JOURNAL OF LEARNING DISABILITIES 2016; 49:597-615. [PMID: 26762121 DOI: 10.1177/0022219415620569] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
This study examined the role of adolescents' perceived close relationships with significant others (attachment relationships with mothers/fathers, appraisal of homeroom teacher as secure base, and quality of peer friendship) in explaining differences in their socioemotional and behavioral functioning (peer-network/peer-dyadic loneliness, positive/negative affect, and externalizing/internalizing problems), among adolescents with learning disabilities (LD), with comorbid LD and attention-deficit/hyperactivity disorder (ADHD), or with typical development (TD). Participants were 280 adolescents in Grades 10 through 11 in three groups: LD (n = 90), comorbid LD and ADHD (n = 91), and TD (n = 98). Preliminary analyses yielded significant group differences on most socioemotional and behavioral measures. Structural equation modeling (SEM) analysis indicated high fit between the theoretical model and empirical findings and partially different patterns of relationships among the model's components for the three populations. The discussion focuses on the possible unique value of close relationships with each significant attachment figure for adolescents with LD, comorbid LD-ADHD, and TD.
Collapse
|
6
|
DuPaul GJ, Pinho TD, Pollack BL, Gormley MJ, Laracy SD. First-Year College Students With ADHD and/or LD. JOURNAL OF LEARNING DISABILITIES 2016; 50:238-251. [PMID: 26712797 DOI: 10.1177/0022219415617164] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school preparation behaviors, and goals/expectations. Participants were from the 2010 Cooperative Institutional Research Program Freshman Survey, including students with ADHD ( n = 5,511), LD ( n = 2,626), ADHD+LD ( n = 1,399), or neither disability ( n = 5,737). Controlling for SAT/ACT scores, family income, and parent education, students with ADHD, LD, or ADHD+LD differed from peers on self-ratings of academic and creative abilities and psychosocial functioning; school disengagement, substance use, and emotional difficulties during their last year of high school; reasons for attending college; and expectations for college activities. Several differences were found between disability groups. Implications for college support services and future research are discussed.
Collapse
Affiliation(s)
- George J DuPaul
- 1 College of Education, Lehigh University, Bethlehem, PA, USA
| | - Trevor D Pinho
- 1 College of Education, Lehigh University, Bethlehem, PA, USA
| | | | | | - Seth D Laracy
- 1 College of Education, Lehigh University, Bethlehem, PA, USA
| |
Collapse
|
7
|
Ramos-Quiroga JA, Corominas-Roso M, Palomar G, Ferrer R, Valero S, Corrales M, Richarte V, Casas M. Cortisol awakening response in adults with attention deficit hyperactivity disorder: Subtype differences and association with the emotional lability. Eur Neuropsychopharmacol 2016; 26:1140-9. [PMID: 27084305 DOI: 10.1016/j.euroneuro.2016.03.014] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/07/2015] [Revised: 02/12/2016] [Accepted: 03/24/2016] [Indexed: 01/08/2023]
Abstract
Cortisol awakening response (CAR) has been studied in children with ADHD, and some authors have reported morning cortisol differences among ADHD subtypes. Despite, only half of the children with ADHD continue to exhibit the disorder into adulthood, CAR has not been studied in adults so far. One hundred and nine adults with ADHD according to the DSM-IV criteria (46 inattentive and 63 combined) ranging in age from 18 to 55 years, and 27 healthy controls were included. Psychiatric and organic comorbidities were excluded. Salivary cortisol samples were obtained at 0, 30, 45 and 60 minutes after awakening. CAR was present in 84% of the healthy controls but in only 64% of the adults with ADHD (68% of the inattentive and 61% of the combined were CAR-positive). There were no significant differences in any of the morning cortisol measures between patients and controls or between the combined and inattentive subtypes of ADHD. Among the inattentive subtype but not in the combined patients, significant positive correlations were observed between the CAR and emotional lability (p=0.05), or self-concept (p=0.014) CAARS subscales, as well as with the cognitive impulsivity subscale of the Barratt impulsiveness scale (p=0.028). These results suggest that adults with ADHD exhibit normal cortisol responses upon awakening and thus cannot be defined in terms of hypo-arousal. Neurobiological differences between the combined and inattentive subtypes involving cortisol, are discussed.
Collapse
Affiliation(s)
- J A Ramos-Quiroga
- Department of Psychiatry, Hospital Universitari Vall d'Hebron, CIBERSAM, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain; Biomedical Network Research Center on Mental Health (CIBERSAM), Madrid, Spain; Department of Psychiatry and Legal Medicine, Universitat Autònoma de Barcelona, Catalonia, Spain
| | - M Corominas-Roso
- Department of Psychiatry, Hospital Universitari Vall d'Hebron, CIBERSAM, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain; Biomedical Network Research Center on Mental Health (CIBERSAM), Madrid, Spain.
| | - G Palomar
- Department of Psychiatry, Hospital Universitari Vall d'Hebron, CIBERSAM, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain
| | - R Ferrer
- Department of Biochemistry, Hospital Universitari Vall d'Hebron, Barcelona, Catalonia, Spain
| | - S Valero
- Department of Psychiatry, Hospital Universitari Vall d'Hebron, CIBERSAM, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain
| | - M Corrales
- Department of Psychiatry, Hospital Universitari Vall d'Hebron, CIBERSAM, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain
| | - V Richarte
- Department of Psychiatry, Hospital Universitari Vall d'Hebron, CIBERSAM, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain
| | - M Casas
- Department of Psychiatry, Hospital Universitari Vall d'Hebron, CIBERSAM, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain; Biomedical Network Research Center on Mental Health (CIBERSAM), Madrid, Spain; Department of Psychiatry and Legal Medicine, Universitat Autònoma de Barcelona, Catalonia, Spain
| |
Collapse
|
8
|
Dvorsky MR, Langberg JM, Molitor SJ, Bourchtein E. Clinical Utility and Predictive Validity of Parent and College Student Symptom Ratings in Predicting an ADHD Diagnosis. J Clin Psychol 2016; 72:401-18. [DOI: 10.1002/jclp.22268] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
|
9
|
Chan T, Martinussen R. Positive Illusions? The Accuracy of Academic Self-Appraisals in Adolescents With ADHD. J Pediatr Psychol 2015; 41:799-809. [PMID: 26645302 DOI: 10.1093/jpepsy/jsv116] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2015] [Accepted: 11/07/2015] [Indexed: 11/14/2022] Open
Abstract
OBJECTIVE Children with attention deficit/hyperactivity disorder (ADHD) overestimate their academic competencies (AC) relative to performance and informant indicators (i.e., positive illusory bias; PIB). Do adolescents with ADHD exhibit this PIB and does it render self-views inaccurate? We examined the magnitude of the AC-PIB in adolescents with and without ADHD, the predictive accuracy of parent and adolescent AC ratings, and whether executive functions (EF) predict the AC-PIB. METHOD Adolescents (49 ADHD; 47 typically developing) completed math and EF tests, and self-rated their AC. Parents rated their adolescents' AC and EF. RESULTS Adolescents with ADHD performed more poorly on the math task (vs. comparison group) but had a larger AC-PIB relative to parents' ratings. EFs predicted the PIB within the full sample. Adolescents' AC ratings, regardless of ADHD status, were more predictive of math performance than their parents' AC ratings. CONCLUSION Adolescents with ADHD appear self-aware in their AC despite a modest PIB; nuanced self-appraisals may depend on EFs.
Collapse
Affiliation(s)
- Todd Chan
- Department of Applied Psychology & Human Development, University of Toronto
| | - Rhonda Martinussen
- Department of Applied Psychology & Human Development, University of Toronto
| |
Collapse
|
10
|
Oliveira CTD, Dias ACG. Repercussões do Transtorno de Déficit de Atenção/Hiperatividade (TDAH) na Experiência Universitária. PSICOLOGIA: CIÊNCIA E PROFISSÃO 2015. [DOI: 10.1590/1982-370300482013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Buscou-se verificar de que forma o diagnóstico do Transtorno de Déficit de Atenção/Hiperatividade (TDAH), ou a presença dos sintomas do transtorno, interfere na vida acadêmica de estudantes universitários. Realizou-se uma revisão sistemática de literatura com os descritores estudantes universitários/college students e TDAH/ADHD nas bases de dados Scielo Brasil, Index Psi, Redalyc, Medline, ePsycARTICLES no período de 2004 a 2014. Foram encontrados 53 artigos e, destes, 15 foram analisados. Os trabalhos visavam apontar as semelhanças e as diferenças entre estudantes universitários com e sem sintomas ou diagnóstico de TDAH quanto a variáveis que podem afetar a experiência universitária, bem como descrever o transtorno nessa população. Os jovens com e sem TDAH tendem a ser semelhantes no que se refere ao autoconceito e ao bem-estar psicológico, mas diferentes quanto à adaptação à universidade e às preocupações com o desempenho acadêmico. Esta revisão oferece um panorama sobre o que já se sabe sobre TDAH em estudantes universitários e sobre a forma como os estudos com esse público têm sido realizados.
Collapse
|
11
|
Nelson JM, Lindstrom W, Foels PA. Test Anxiety and College Students With Attention Deficit Hyperactivity Disorder. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2014. [DOI: 10.1177/0734282914521978] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Test anxiety was examined in college students with and without attention deficit hyperactivity disorder (ADHD). Results indicated that, relative to college students without ADHD, college students with ADHD reported higher total test anxiety as well as specific aspects of test anxiety, including worry (i.e., cognitive aspects of test anxiety) and emotionality (i.e., physiological aspects of test anxiety). Effect sizes were large for total test anxiety and the worry aspect of test anxiety. Nearly half of college students with ADHD reported clinically significant levels of the worry aspect of test anxiety. Females with ADHD reported higher levels of the emotionality aspect of test anxiety than did males with ADHD. Those with combined type and inattentive type ADHD did not differ on any aspect of test anxiety. Implications for assessment and intervention are discussed.
Collapse
|