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The Role of Parental Education in the Relation Between ADHD Symptoms and Executive Functions in Children
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 Barn- och Babylab)
2015 (English)In: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 19, no 6, 542-548 p.Article in journal (Refereed) Published
Abstract [en]

Objective: Using a population-based sample of 9-year-old children, this study examined whether the relation between symptoms of ADHD and executive functions (EFs) depended on socioeconomic status (SES; indexed by parental education). Method: Parents and teachers rated the children's ADHD symptoms, and parents also indicated their educational level in a questionnaire. The children performed a comprehensive set of EF tasks. Results: Whereas working memory was similarly related to ADHD symptoms in the lower and higher parental education group, the relations of inhibition and mental set-shifting with ADHD symptoms were generally stronger in the higher educational group, a pattern that was supported by several significant group differences in correlations. Conclusion: This suggests that the EF pathway in contemporary multiple pathway models of ADHD etiology may be particularly relevant in higher SES parts of the population.

Place, publisher, year, edition, pages
2015. Vol. 19, no 6, 542-548 p.
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:uu:diva-244684DOI: 10.1177/1087054713517543ISI: 000354128800009PubMedID: 24406812OAI: oai:DiVA.org:uu-244684DiVA: diva2:789602
Available from: 2015-02-19 Created: 2015-02-19 Last updated: 2017-12-04Bibliographically approved

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Tillman, CarinGranvald, Viktor

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