SPOL KAO MODERATOR I DOB KAO MEDIJATOR VARIJABLE U PREDVIĐANJU ŠKOLSKE PRILAGODBE SAMOPROCIJENJENIM SIMPTOMIMA ADHD-A

  • Tena Velki Department of Social Science, Faculty of Education, Josip Juraj Strossmayer University in Osijek
  • Gabrijela Vrdoljak Department of Social Science, Faculty of Education, Josip Juraj Strossmayer University in Osijek
Ključne reči: ADHD, dob, prediktori, spol, školska prilagodba

Apstrakt

Cilj ovog istraživanja je ispitivanje moderatorske uloge spola u predviđanju školske prilagodbe (školskog uspjeha i akademske samoefikasnosti) na temelju samoprocijenjenih simptoma ADHD-a (hiperaktivnosti, impulzivnosti i nepažnje). Također je cilj ispitati i medijacijsku ulogu dobi u predviđanju školske prilagodbe na temelju samoprocijenjenih simptoma ADHD-a. U tu svrhu odabran je uzorak od 501 učenika, 4., 6. i 8. razreda osnovne škole, kako bi se obuhvatila oba potencijala identifikacijska perioda. Dječaka je bilo 50.7%, a prosječna dob je bila  M = 12.72 (SD = 1.62). Za vrijeme trajanja jednog školskog sata učenici su ispunili Skalu Hiperaktivnost-Impulzivnost-Pažnja, gdje su procijenili izraženost svojih simptoma na temelju DSM-IV liste simptoma ADHD, zatim Upitnik samoefikasnosti za djecu i na kraju su dali opće podatke uključujući i podatke o školskom uspjehu. Rezultati su pokazali kako je varijabla spol imala samo glavni efekt, a ne moderatorski kako je pretpostavljeno. Varijabla dob je imala medijacijsku ulogu u povezanosti simptoma hiperaktivnosti i školskog uspjeha, tj. s povećanjem dobi učenika korelacije između hiperaktivnosti i školskog uspjeha prestaje biti statistički značajna. Također je dobivena i djelomična medijacijska uloga dobi u povezanosti simptoma nepažnje i obje mjere školske prilagodbe, tj. kako se povećava dob učenika dolazi do slabljenja povezanosti između simptoma nepažnje sa akademskom samoučinkovitosti i školskim uspjehom. Također su sva tri simptoma ADHD-a predviđala slabiju školsku prilagodbu, što govori u prilog tome da je i kod djece suspektne na ADHD, a ne samo one s dijagnozom, otežano funkcioniranje u školskoj domeni te ih pravovremeno treba uključiti u intervencijske programe, odnosno osigurati im odgovarajuću edukacijsku podršku.

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