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Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children's peer relations and school performance
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
2007 (English)In: Developmental Neuropsychology, ISSN 8756-5641, E-ISSN 1532-6942, Vol. 32, no 1, 521-542 p.Article in journal (Refereed) Published
Abstract [en]

This study examined the predictive relations from symptoms of Attention-deficit/hyperactivity disorder (ADHD) and executive functioning (EF) to social and school functioning in 112 (62 girls) school children. High levels of teacher and parent ratings of ADHD symptoms at the ages of 8-8 1/2 years, and poor EF measured at the age of 8 1/2, were associated with poor social functioning measured by peer nominations and poor teacher ratings of school functioning at the age of 9 1/2. ADHD symptoms independently predicted social and school functioning, whereas EF independently predicted only school functioning. Interaction effects between ADHD and EF and between EF and gender were found: At high levels of symptoms of inattention, the poorer the EF, the greater the need for special education. At high levels of symptoms of hyperactivity/impulsivity, the poorer the EF, the higher the levels of physical aggression. Girls with poor EF were less accepted by peers than equivalent boys.

Place, publisher, year, edition, pages
2007. Vol. 32, no 1, 521-542 p.
National Category
Psychology
Identifiers
URN: urn:nbn:se:uu:diva-95622ISI: 000248570000002PubMedID: 17650992OAI: oai:DiVA.org:uu-95622DiVA: diva2:169915
Available from: 2007-03-23 Created: 2007-03-23 Last updated: 2017-12-14Bibliographically approved
In thesis
1. Behavioral and Cognitive Aspects of Poor Peer Relations in Children
Open this publication in new window or tab >>Behavioral and Cognitive Aspects of Poor Peer Relations in Children
2007 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Viewing peer relations as markers of children’s adjustment, the present thesis examined the associations between disruptive behavior problems (i.e., symptoms of Attention Deficit Hyperactivity Disorder [ADHD] and aggression) and peer relations. A second aim was to examine how children’s cognitive functioning and view of self and of their social standing are associated with their peer relations and interactions. Gender differences in the above relations were also examined. The findings indicate that although disruptive behaviors are related to poor peer relations, low levels of prosociality (Study I) and poor cognitive functioning (i.e., poor executive functioning; Study II) exacerbate children’s peer problems. Further, overly positive perceptions of one’s social acceptance and low global self-evaluations were both related to aggression within the peer group (Study III). As regards gender differences, high levels of symptoms of ADHD and poor executive functioning, had graver consequences for the peer acceptance of girls’ than of boys’ (Study I and Study II) indicating that these characteristics may not fit the cultural stereotype for girls. Results are discussed in terms of viewing poor peer relations as indicators of problematic adjustment, and also, in terms of assessing the particular significance that peer relations have for children’s self-view and behavior within the peer group. Implications of the findings as regards the interactions between behavior, cognitions, and gender on children’s peer relations are also discussed.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2007. 59 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 26
Keyword
Psychology, peer relations, disruptive behaviors, prosociality, self-esteem, gender differences, Psykologi
Research subject
Physiology
Identifiers
urn:nbn:se:uu:diva-7762 (URN)978-91-554-6836-1 (ISBN)
Public defence
2007-05-16, Sal IV, Universitetshuset, Övre Slottsgatan 2, Uppsala, 13:15
Opponent
Supervisors
Available from: 2007-03-23 Created: 2007-03-23 Last updated: 2011-01-10Bibliographically approved

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Rydell, Ann-MargretBohlin, Gunilla

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