scholarly journals The Relationship Between Different Forms of Exercise and ADHD Symptomatology

2021 ◽  
Author(s):  
Matthew A Reynolds
Keyword(s):  
The Relationship ◽  
Adhd Symptomatology

Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration

2019 ◽  
Vol 35 (2) ◽  
pp. 139-153
Author(s):  
Rylee Oram ◽  
Maria Rogers ◽  
George DuPaul
Keyword(s):  
Undergraduate Students ◽  
Academic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Difficulties ◽  
Psychological Need ◽  
Need Frustration ◽  
Academic Amotivation ◽  
The Relationship ◽  
Adhd Symptomatology

Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.

Peer Relationships in Undergraduates With ADHD Symptomatology: Selection and Quality of Friendships

2014 ◽  
Vol 21 (12) ◽  
pp. 1020-1029 ◽  
Author(s):  
Tara E. McKee
Keyword(s):  
Peer Relationships ◽  
Emotional Support ◽  
Symptom Severity ◽  
Longitudinal Research ◽  
Transition To College ◽  
Adhd Symptoms ◽  
Friendship Formation ◽  
The Relationship ◽  
Adhd Symptomatology

Objective: This study investigated the relationships between ADHD symptomatology and friendship formation, social skills, and the quality of specific friendships in college students. Method: A total of 156 students, 75 of whom had high self-reported ADHD symptomatology, participated. Friends of 68 participants completed measures of friendship quality. Results: Students had more positive first impressions of and reported being friends with others whose ADHD symptom severity matched their own. Participants with high ADHD symptoms reported greater difficulty providing emotional support and managing interpersonal conflict than their low-symptom peers. Greater ADHD symptoms in participants and friends were related to reduced quality of specific relationships, but similarity of severity of symptomatology in the dyad benefited the relationship. Conclusion: These findings have implications for the kind of support offered to students with high ADHD symptomatology when they transition to college. Future longitudinal research examining relationships of varying levels of closeness should be conducted.

scholarly journals Self-Concept and Inattention or Hyperactivity–Impulsivity Symptomatology: The Role of Anxiety

2020 ◽  
Vol 10 (4) ◽  
pp. 250
Author(s):  
Marisol Cueli ◽  
Celestino Rodríguez ◽  
Laura M. Cañamero ◽  
José Carlos Núñez ◽  
Paloma González-Castro
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Trait Anxiety ◽  
Self Concept ◽  
State Trait Anxiety Inventory ◽  
Hyperactivity Disorder ◽  
Low Levels ◽  
The Relationship ◽  
Moderating Role ◽  
Adhd Symptomatology

Attention-deficit/hyperactivity disorder (ADHD) has been associated with low levels of self-concept (academic, emotional, social or physical), although this association can differ in the function of the inattention or hyperactivity–impulsivity symptomatology. Furthermore, the relation between ADHD and self-concept can be mediated or moderated by the levels of anxiety. This work is aimed to examine the differential effect of inattention symptomatology and hyperactivity–impulsivity symptomatology on academic, emotional, social and physical self-concept and the mediating or moderating role of anxiety in this relationship. A total of 167 students (70.7% boys and 29.3% girls) aged between 11 and 16 participated in this study. Students’ ADHD symptomatology, self-concept in four areas (academic, emotional, social and physical self-concept) and trait anxiety were measured with the State-Trait Anxiety Inventory for Children. The results indicate that trait anxiety mediates the relationship between inattention and emotional, social and physical self-concept but does not moderate this relationship. Trait anxiety does not mediate or moderate the relationship between hyperactivity–impulsivity symptoms and self-concept. When inattention symptomatology increases, academic self-concept decreases directly, but students’ emotional, social and physical self-concept decreases indirectly through trait anxiety.

scholarly journals Examining the Relationship Between Children’s ADHD Symptomatology and Inadequate Parenting: The Role of Household Chaos

2017 ◽  
Vol 23 (5) ◽  
pp. 451-462 ◽  
Author(s):  
Andrea Wirth ◽  
Tilman Reinelt ◽  
Caterina Gawrilow ◽  
Christina Schwenck ◽  
Christine M. Freitag ◽  
...  
Keyword(s):  
Parenting Practices ◽  
Parent Child Relationship ◽  
Emotional Climate ◽  
Household Chaos ◽  
Child Relationship ◽  
Parenting Dimensions ◽  
Families With Children ◽  
The Relationship ◽  
Adhd Symptomatology

Objective: This study examines the interrelations of parenting practices, emotional climate, and household chaos in families with children with and without ADHD. In particular, indirect pathways from children’s ADHD symptomatology to inadequate parenting and negative emotional climate via household chaos were investigated. Method: Parenting, emotional climate, and household chaos were assessed using questionnaires and a speech sample of parents of 31 children with and 53 without ADHD, aged 7 to 13 years. Results: Group differences were found for certain parenting dimensions, the parent–child relationship, critical comments, and household chaos. While we found significant indirect effects between children’s ADHD and certain parenting dimensions through household chaos, no effects were found for any aspect of emotional climate. Conclusion: Children’s ADHD symptoms translate into inadequate parenting through household chaos, which underlines the need for interventions to improve household organization skills in parents of children with ADHD.

scholarly journals ADHD and Academic Success in University Students: The Important Role of Impaired Attention

2021 ◽  
pp. 108705472110367
Author(s):  
Colin Henning ◽  
Laura J. Summerfeldt ◽  
James D. A. Parker
Keyword(s):  
Academic Success ◽  
Secondary Students ◽  
Adult Adhd ◽  
Rating Scale ◽  
Longitudinal Design ◽  
Academic Program ◽  
Post Secondary ◽  
The Relationship ◽  
Adhd Symptomatology ◽  
Post Secondary Students

Objective To improve on several methodological issues regarding current literature investigating the relationship between ADHD symptomatology and academic success in adults and examine the relative contributions of specific dimensions of ADHD symptomatology (i.e., inattention, hyperactivity, and impulsivity) to post-secondary academic success. Method A large sample of 3,688 post-secondary students were examined using a longitudinal design. The Conners’ Adult ADHD Rating Scale (CAARS) was used to assess adult ADHD symptoms and academic success was assessed using students’ official academic records (e.g., final GPAs and degree completion status). Results Students with greater inattention symptomatology at the start of their academic program showed consistently poorer long-term academic success (i.e., lower GPAs, higher dropout rates), regardless of gender. Conclusion Inattention symptoms are the primary driver of the relationship between ADHD symptomatology and academic underachievement in adults. Post-secondary education institutions should target and prioritize educational programming for inattention symptoms of ADHD in at-risk post-secondary students.

Tracking Distraction

2016 ◽  
Vol 21 (6) ◽  
pp. 475-486 ◽  
Author(s):  
Michael S. Franklin ◽  
Michael D. Mrazek ◽  
Craig L. Anderson ◽  
Charlotte Johnston ◽  
Jonathan Smallwood ◽  
...  
Keyword(s):  
Research Method ◽  
Positive Relationship ◽  
Community Sample ◽  
Mind Wandering ◽  
Clinical Implications ◽  
Adhd Symptoms ◽  
Negative Consequences ◽  
The Relationship ◽  
Adhd Symptomatology ◽  
Laboratory Measures

Objective: Although earlier work has shown a link between mind-wandering and ADHD symptoms, this relationship has not been further investigated by taking into account recent advances in mind-wandering research. Method: The present study provides a comprehensive assessment of the relationship between mind-wandering and ADHD symptomatology in an adult community sample ( N = 105, 71 females, M age = 23.1) using laboratory measures and experience sampling during daily life. Results: Mind-wandering and detrimental mind-wandering were positively associated with ADHD symptoms. Meta-awareness of mind-wandering mediated the relationship between ADHD symptomatology and detrimental mind-wandering, suggesting that some of the negative consequences can be ameliorated by strategies that facilitate meta-awareness. Interestingly, participants with low ADHD scores showed a positive relationship between detrimental mind-wandering and useful mind-wandering; however, participants with high ADHD scores failed to engage in this type of “strategic” mind-wandering. Conclusion: These results provide new insights into the relationship between ADHD symptomatology and mind-wandering that could have important clinical implications.

scholarly journals The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?

2015 ◽  
Vol 22 (8) ◽  
pp. 796-805 ◽  
Author(s):  
Juliana B. Goulardins ◽  
Daniela Rigoli ◽  
Pek Ru Loh ◽  
Robert Kane ◽  
Melissa Licari ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Performance ◽  
Social Problems ◽  
Rating Scales ◽  
Intervention Strategies ◽  
Adhd Symptoms ◽  
The Relationship ◽  
Neuromuscular Development ◽  
Adhd Symptomatology ◽  
Teacher Model

Objective: This study investigated the relationship between motor performance; attentional, hyperactive, and impulsive symptoms; and social problems. Correlations between parents’ versus teachers’ ratings of social problems and ADHD symptomatology were also examined. Method: A total of 129 children aged 9 to 12 years were included. ADHD symptoms and social problems were identified based on Conners’ Rating Scales–Revised: L, and the McCarron Assessment of Neuromuscular Development was used to assess motor skills. Results: After controlling for ADHD symptomatology, motor skills remained a significant predictor of social problems in the teacher model but not in the parent model. After controlling for motor skills, inattentive (not hyperactive-impulsive) symptoms were a significant predictor of social problems in the parent model, whereas hyperactive-impulsive (not inattentive) symptoms were a significant predictor of social problems in the teacher model. Conclusion: The findings suggested that intervention strategies should consider the interaction between symptoms and environmental contexts.

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