Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children

Abstract

Previous studies have shown that students with ADHD symptoms
are more likely to have problems in all aspects of adaptation.
The aim of this study is to identify ADHD symptoms that predict
maladjustment in the general population of students. Hyperactivity,
impulsiveness and inattention were examined with respect
to academic, social and emotional adjustment. Elementary
school students (average age M = 12.72, SD = 1.62) participated
in the study (N = 501). The instruments used were:
Hyperactivity-Impulsivity-Attention Scale, Croatian version of Self-
-efficacy questionnaire for children, Emotional competence
questionnaire, self-assessment of peer acceptance and school
success. Inattention was a significant predictor of problems
in all aspects of adaptation, i.e. academic (β = -0.317;
β = -0.528; p < 0.001), social (β = -0.269; β = -0.430;
p < 0.001) and emotional adjustment (β = -0.225; β = -0.367;
p < 0.01). Impulsiveness was only a significant predictor of
academic self-efficacy (β = -0.187, p < 0.01), whereas hyperactivity
was only significant for emotional competence
(β = -0.174, p < 0.05). Since inattention proved to be a
dominant problem, it is recommended that experts working with
children make an effort to increase attention and concentration
as a prevention strategy for adaptation problems of all students.