Does Emotion Dysregulation Mediate the Association Between Sluggish Cognitive Tempo and College Students’ Social Impairment?

2016 ◽  
Vol 20 (9) ◽  
pp. 802-812 ◽  
Author(s):  
Andrew J. Flannery ◽  
Stephen P. Becker ◽  
Aaron M. Luebbe
Keyword(s):  
College Students ◽  
Emotion Dysregulation ◽  
Social Impairment ◽  
Sluggish Cognitive Tempo ◽  
Cognitive Tempo

Differential Diagnosis of Sluggish Cognitive Tempo Symptoms in College Students

2020 ◽  
pp. 108705471989685
Author(s):  
Benjamin J. Lovett ◽  
Whitney L. M. Wood ◽  
Lawrence J. Lewandowski
Keyword(s):  
College Students ◽  
Sleep Quality ◽  
Substance Misuse ◽  
Sleep Problems ◽  
Sluggish Cognitive Tempo ◽  
Poor Sleep ◽  
Depression And Anxiety ◽  
Poor Sleep Quality ◽  
Clinically Significant ◽  
Cognitive Tempo

Objective: Sluggish cognitive tempo (SCT) refers to a set of symptoms that prior research has found to be related to several different psychological disorders, especially the predominantly inattentive presentation of ADHD. This study collected evidence relevant to the question of whether SCT is a distinct disorder. Method: College students ( N = 910) completed measures of SCT, ADHD, depression, anxiety, sleep quality, and substance misuse. Results: Students reporting clinically high SCT (reporting at least five symptoms often or very often) had significantly higher levels and rates of other types of psychopathology. Moreover, when students reporting clinically significant levels of ADHD, depression, and anxiety symptoms, poor sleep quality, or hazardous levels of alcohol or cannabis use were removed, very few students reporting high SCT remained (only 4.8% of the original high-SCT group). Conclusion: SCT may be best thought of as a symptom set common to many types of psychopathology, and it may be caused by sleep problems or substance misuse as well.

Emotion Dysregulation and Sluggish Cognitive Tempo as Moderators of Cortisol Responsivity in Children with ADHD

2020 ◽  
Vol 4 (3) ◽  
pp. 227-240
Author(s):  
Stephen G. Taylor ◽  
E. Rebekah Siceloff ◽  
Alex M. Roberts ◽  
W. Joshua Bradley ◽  
Rachel M. Bridges ◽  
...  
Keyword(s):  
Emotion Dysregulation ◽  
Sluggish Cognitive Tempo ◽  
Children With Adhd ◽  
Cognitive Tempo

scholarly journals Validity of Sluggish Cognitive Tempo in South America: An Initial Examination Using Mother and Teacher Ratings of Chilean Children

2015 ◽  
Vol 21 (8) ◽  
pp. 667-672 ◽  
Author(s):  
Marta Belmar ◽  
Mateu Servera ◽  
Stephen P. Becker ◽  
G. Leonard Burns
Keyword(s):  
Convergent Validity ◽  
Western Europe ◽  
Discriminant Validity ◽  
Teacher Ratings ◽  
Social Impairment ◽  
Sluggish Cognitive Tempo ◽  
Initial Examination ◽  
Academic Impairment ◽  
Oppositional Defiant ◽  
Cognitive Tempo

Objective: To examine the validity of sluggish cognitive tempo (SCT) and ADHD–inattention (ADHD-IN) symptoms in children from Chile. Method: Mothers and teachers rated SCT, ADHD-IN, ADHD–hyperactivity/impulsivity (ADHD-HI), oppositional defiant disorder (ODD), anxiety, depression, academic impairment, social impairment, and peer rejection (teachers only) in 652 Chilean children (55% boys) aged 6 to 14 years. Results: For both mother and teacher ratings, the eight SCT symptoms and nine ADHD-IN symptoms showed substantial loadings on their respective factors (convergent validity) along with loadings close to zero on the alternative factor (discriminant validity). ADHD-IN showed a uniquely stronger relationship than SCT with ADHD-HI and ODD whereas SCT showed a uniquely stronger relationship than ADHD-IN with anxiety and depression. Although ADHD-IN uniquely predicted academic impairment and social difficulties, SCT did not. Conclusion: This study provides the first evidence for the validity of SCT among children outside of North America or Western Europe.

Sluggish Cognitive Tempo in College Students: Now You See It, Now You Don't

2016 ◽  
Vol 24 (1) ◽  
pp. 1-5 ◽  
Author(s):  
Lawrence J. Lewandowski ◽  
Whitney L. M. Wood ◽  
Benjamin J. Lovett
Keyword(s):  
College Students ◽  
Sluggish Cognitive Tempo ◽  
Cognitive Tempo

Sluggish Cognitive Tempo and Speed of Performance

2016 ◽  
Vol 21 (8) ◽  
pp. 684-690 ◽  
Author(s):  
Whitney L. M. Wood ◽  
Heather E. Potts ◽  
Lawrence J. Lewandowski ◽  
Benjamin J. Lovett
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Reading Fluency ◽  
Processing Speed ◽  
Sluggish Cognitive Tempo ◽  
Academic Tasks ◽  
Speed Reading ◽  
Test Taking ◽  
Self Reports ◽  
Cognitive Tempo

Objective: This study examined whether college students who reported higher levels of sluggish cognitive tempo (SCT) symptoms were actually more “sluggish” in their performance while completing speeded cognitive and academic measures. Method: College students ( N = 253) completed self-reports of SCT and their reading and test-taking abilities as well as tests of processing speed, reading fluency, and reading comprehension. Results: Across all variables, SCT symptoms were most significantly associated with self-reported difficulty on timed reading tasks. However, students with high SCT scores were not significantly slower than controls on any of the timed tasks. Conclusion: In college students, self-reports of high SCT levels do not suggest actual slow performance on cognitive and academic tasks.

Sluggish cognitive tempo

2018 ◽  
Author(s):  
Stephen P. Becker ◽  
Russell A. Barkley
Keyword(s):  
Emotion Dysregulation ◽  
Performance Outcomes ◽  
Sluggish Cognitive Tempo ◽  
Lower Grade ◽  
Motor Speed ◽  
Major Life ◽  
Academic Difficulties ◽  
Grade Point ◽  
History Of ◽  
Cognitive Tempo

Sluggish cognitive tempo (SCT) is characterized by excessive daydreaming, mental confusing and fogginess, and slowed behaviour/thinking. A brief history of the SCT construct is provided, followed by a review of the current research supporting SCT as distinct from ADHD and other psychopathologies. SCT is positively associated with ADHD inattentive symptoms, depression, anxiety, and daytime sleepiness, but is unassociated or negatively associated with externalizing behaviours such as hyperactivity-impulsivity, oppositionality, and aggression. A growing body of research also demonstrates that SCT is uniquely associated with poorer functioning in various domains of major life activities, including academic difficulties (including poor organization, homework problems, and lower grade point average), social problems (especially peer withdrawal and isolation), and emotion dysregulation. SCT is less clearly associated with most neuropsychological performance outcomes with the possible exceptions of sustained attention, processing speed, and motor speed.

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