SPOL KAO MODERATOR I DOB KAO MEDIJATOR VARIJABLE U PREDVIĐANJU ŠKOLSKE PRILAGODBE SAMOPROCIJENJENIM SIMPTOMIMA ADHD-A
DOI:
https://doi.org/10.19090/pp.2019.1.65-83Ključne reči:
ADHD, dob, prediktori, spol, školska prilagodbaApstrakt
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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Barkley, R. A. (2006). The relevance of the still lectures to attention-deficit/hyperactivity disorder: a commentary. Journal of Attention Disorders, 10, 137‒140. doi:10.1177/1087054706288111
Barkley, R. A. (2000). Taking charge of ADHD. New York, NY: The Guilford Press.
Barkley, R. A. (Ed.) (1998). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York, NY: The Guilford Press.
Biederman, J., Mick, E., Faraone, S. V., Braaten, E., Doyle, A., Spencer, T., Wilens, T. E., … & Johnson, M. A. (2002). Influence of gender on attention deficit hyperactivity disorder in children referred to a psychiatric clinic. American Journal of Psychiatry, 159(1), 36‒42. doi:10.1176/appi.ajp.159.1.36
Bussing, R., Porter, P., Zima, B. T., Mason, D., Garvan, C., & Reid, R. (2012). Academic outcome trajectories of students with ADHD: does exceptional education status matter? Journal of Emotional and Behavioral Disorders, 20, 131‒143. doi:10.1177/1063426610388180
Cantwell, D. P. (1996). Attention deficit disorder: a review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 978‒987. doi:10.1097/00004583-199608000-00008
Corkum, P., Corbin, N., & Pike, M. (2010). Evaluation of a School-Based Social Skills Program for Children With Attention-Deficit/Hyperactivity Disorder. Child & Family Behavior Therapy, 32(2), 139‒151. doi:10.1080/07317101003776472
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Fergusson, D. M., Boden, J. M., & Horwood, L. J. (2010). Classification of behavior disorders in adolescence: Scaling methods, predictive validity, and gender differences. Journal of Abnormal Psychology, 119(4), 699‒712. doi:10.1037/a0018610
Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40(1), 49‒65. doi:10.1177/00222194070400010401
Gardner, W. (2002). Emocionalni i edukacijski razvoj djece s poremećajem pažnje i hiperaktivnosti. [Emotional and educational development of children with attention disorder and hyperactivity] Interni materijal. Zagreb: Hrvatska udruga za stručnu pomoć djeci s posebnim potrebama IDEM.
Gaub, M., & Carlson, C. L. (1997). Gender differences in ADHD: a meta-analysis and critical review. Journal of the American Academy of Child and Adolescent Psychiatry, 36(8), 1036‒1045. doi:10.1097/00004583-199708000-00011
Gershon, J. (2002). A Meta-Analytic Review of Gender Differences in ADHD. Journal of Attention Disorders, 5(3), 143‒154. doi:10.1177/108705470200500302
Hong, S. B., Dwyer, D., Kim, J. W., Park, E. J., Shin, M. S., Kim, B. N., Yoo, H. J., … & Cho, S. C. (2014). Subthreshold attention-deficit/hyperactivity disorder is associated with functional impairments across domains: a comprehensive analysis in a large-scale community study. European Child and Adolescent Psychiatry, 23(8), 627‒636. doi:10.1007/s00787-013-0501-z
Mayes, S. D., Calhoun, S. L., & Crowell, E. W. (2000). Learning disabilities and ADHD: Overlapping spectrum disorders. Journal of Learning Disabilities, 33(5), 417‒424. doi:10.1177/002221940003300502
McGoey, K. E., Eckert, T. L., & Dupaul, G. J. (2002). Early intervention for preschool-age children with ADHD: A literature review. Journal of Emotional and Behavioral Disorder, 10(1), 14‒29. doi:10.1177/106342660201000103
Norén Selinus, E., Molero, Y., Lichtenstein, P., Anckarsäter, H., Lundström, S., Bottai, M., & Hellner Gumpert, C. (2016). Subthreshold and threshold attention deficit hyperactivity disorder symptoms in childhood: psychosocial outcomes in adolescence in boys and girls. Acta Psychiatrica Scandinavica, 134(6), 533‒545. doi:10.1111/acps.12655
Norvilitis, J. M., Sun, L., & Zhang, J. (2010). ADHD symptomatology and adjustment to college in China and the United States. Journal of Learning Disabilities, 43(1), 86‒94. doi:10.1177/0022219409345012
Norwalk, K., Norvilitis, J., & MacLean, M.G. (2009). ADHD symptomatology and its relationship to factors associated with college adjustment. Journal of Attention Disorders, 13(3), 251‒258. doi:10.1177/1087054708320441
Pagani, L., Vitaro, F., Tremblay, R., McDuff, P., Japel, C., & Larose, S. (2008). When predictions fail: the case of unexpected pathways toward high school dropout. Journal of Social Issues, 64(1), 175‒194. doi:10.1111/j.1540-4560.2008.00554.x
Passolt, M. (2002). Hiperaktiven otrok: psihomotorična terapija. [Hyperactive child: psychomotor therapy]. Ljubljana: Sožitje.
Quinn, P., & Wigal, S. (2004). Perceptions of Girls and ADHD: Results from a National Survey. Medscape General Medicine, 6(2), Article 2.
Rafalovich, A. (2008). Framing ADHD Children: A Critical Examination of History, Discourse, and Everyday Experience of Attention Deficit/Hyperactivity Disorder. Maryland, US: Lexington Books.
Ramtekkar, U. P., Reiersen, A. M., Todorov, A. A., & Todd, R. D. (2010). Sex and age differences in attention-deficit/hyperactivity disorder symptoms and diagnoses: implications for DSM-V and ICD-11. Journal of the American Academy of Child and Adolescent Psychiatry, 49(3), 217‒228. doi:10.1016/j.jaac.2009.11.011
Rucklidge, J. J. (2010). Gender differences in attention-deficit/hyperactivity disorder. Psychiatric Clinics of North America, 33(2), 357‒373. doi:10.1016/j.psc.2010.01.006
Rucklidge, J. J., & Tannock, R. (2001). Psychiatric, psychosocial, and cognitive functioning of female adolescents with ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 40(5), 530‒540. doi:10.1177/108705470100500124
Todd, R. D., Sitdhiraksa, N., Reich, W., Ji, T. H., Joyner, C. A., Heath, A. C., & Neuman, R. J. (2002). Discrimination of DSM-IV and latent class attention-deficit/hyperactivity disorder subtypes by educational and cognitive performance in a population-based sample of child and adolescent twins. Journal of the American Academy of Child and Adolescent Psychiatry, 41(7), 820‒828. doi:10.1097/00004583-200207000-00014
Turnbull, A., Turnbull R., & Wehmeyer, M. (2010). Exceptional lives: Special education in today's schools (6th ed.). Columbus, OH: Pearson.
Velki, T. (2012a). Priručnik za rad s hiperaktivnom djecom u školi, 2. prošireno izdanje. [Handbook for working with hyperactive children in schools, 2nd extended edition] Jastrebarsko: Naklada Slap.
Velki, T. (2012b). Priručnik za rad s hiperaktivnom djecom u školi [Handbook for working with hyperactive children in schools]. Jastrebarsko: Naklada Slap.
Velki, T., & Cimer, R. (2011). Primjena teorije ekoloških sustava u radu s djetetom s ADHD-om. [The application of the ecological systems theory in working with a child with ADHD], Klinička psihologija, 4(1‒2), 71‒87.
Velki, T., & Dudaš, M. (2016). Pokazuju li hiperaktivnija djeca više simptoma agresivnosti? [Do more hyperactive children show more symptoms of agression?] Ljetopis socijalnog rada, 23(1), 87‒121. doi:10.3935/ljsr.v23i1.93
Velki, T., & Romstein, K. (2017). Academic, social and emotional functioning of children at risk for development of adhd. Klinička psihologija, 10(1-2), 35-58. doi:10.21465/2017- КП- 1- 2- 0003
Wasserstein, J., Wasserstein, A., & Wolf, L. E. (2001). Adults with Attention Deficit Hyperactivity Disorder (ADHD). ERIC Digest, E622, 1‒6.
Wells, R. D., Dahl, B. B., & Snyder, D. (2001). ADHD issues for adults: Coping and compensatory strategies used by adults with attentional problems, children and adults with attention deficit/hyperactivity disorder. Teaching Exceptional Children, 34(2), 72‒81.
Vulić-Prtorić, A. (2006). Skala hiperaktivnosti – impulzivnosti – pažnje – HIP [Hyperactivity-impulsivity-attention Scale - HIP]. In V. Ćubela Adorić, A. Proroković, Z. Penezić, & I. Tucak (Eds.), Zbirka psihologijskih skala i upitnika - Svezak 3 (pp. 41‒49). Zadar: Sveučilište u Zadru.
Vulić-Prtorić, A., & Sorić, I. (2006). Upitnik samoefikasnosti za djecu [Self-efficacy Questionnaire for Children]. In V. Ćubela Adorić, A. Proroković, Z. Penezić, & I. Tucak (Eds.), Zbirka psihologijskih skala i upitnika - Svezak 3 (pp. 87‒93). Zadar: Sveučilište u Zadru.
Weyandt, L. L., & DuPaul, G. J. (2008). ADHD in college students: Developmental Findings. Developmental Disabilities Research Reviews, 14(4), 311‒319. doi:10.1002/ddrr.38
Wu, S. Y., & Gau, S. S. (2013). Correlates for academic performance and school functioning among youths with and without persistent attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 34(1), 505‒515. doi:10.1016/j.ridd.2012.09.004
Young, S., Heptinstall, E., Sonuga-Barke, E. J. S., Chadwick, O., & Taylor, E. (2005). The adolescent outcome of hyperactive girls: Self-report of psychosocial status. Journal of Child Psychology and Psychiatry, 46(3), 255‒262. doi:10.1111/j.1469-7610.2004.00350.x
Balázs, J., & Keresztény, Á. (2013). Subthreshold attention deficit hyperactivity in children and adolescents: a systematic review. European Child and Adolescent Psychiatry, 23, 393‒408. doi:10.1007/s00787-013-0514-7
Barkley, R. A. (2006). The relevance of the still lectures to attention-deficit/hyperactivity disorder: a commentary. Journal of Attention Disorders, 10, 137‒140. doi:10.1177/1087054706288111
Barkley, R. A. (2000). Taking charge of ADHD. New York, NY: The Guilford Press.
Barkley, R. A. (Ed.) (1998). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York, NY: The Guilford Press.
Biederman, J., Mick, E., Faraone, S. V., Braaten, E., Doyle, A., Spencer, T., Wilens, T. E., … & Johnson, M. A. (2002). Influence of gender on attention deficit hyperactivity disorder in children referred to a psychiatric clinic. American Journal of Psychiatry, 159(1), 36‒42. doi:10.1176/appi.ajp.159.1.36
Bussing, R., Porter, P., Zima, B. T., Mason, D., Garvan, C., & Reid, R. (2012). Academic outcome trajectories of students with ADHD: does exceptional education status matter? Journal of Emotional and Behavioral Disorders, 20, 131‒143. doi:10.1177/1063426610388180
Cantwell, D. P. (1996). Attention deficit disorder: a review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 978‒987. doi:10.1097/00004583-199608000-00008
Corkum, P., Corbin, N., & Pike, M. (2010). Evaluation of a School-Based Social Skills Program for Children With Attention-Deficit/Hyperactivity Disorder. Child & Family Behavior Therapy, 32(2), 139‒151. doi:10.1080/07317101003776472
DuPaul, G. J., & Langberg, J. M. (2015). Educational Impairments in Children with ADHD. In R. A. Barkley (Ed.), Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (pp. 234‒263). New York & London, NY: The Guilford Press.
Fergusson, D. M., Boden, J. M., & Horwood, L. J. (2010). Classification of behavior disorders in adolescence: Scaling methods, predictive validity, and gender differences. Journal of Abnormal Psychology, 119(4), 699‒712. doi:10.1037/a0018610
Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40(1), 49‒65. doi:10.1177/00222194070400010401
Gardner, W. (2002). Emocionalni i edukacijski razvoj djece s poremećajem pažnje i hiperaktivnosti. [Emotional and educational development of children with attention disorder and hyperactivity] Interni materijal. Zagreb: Hrvatska udruga za stručnu pomoć djeci s posebnim potrebama IDEM.
Gaub, M., & Carlson, C. L. (1997). Gender differences in ADHD: a meta-analysis and critical review. Journal of the American Academy of Child and Adolescent Psychiatry, 36(8), 1036‒1045. doi:10.1097/00004583-199708000-00011
Gershon, J. (2002). A Meta-Analytic Review of Gender Differences in ADHD. Journal of Attention Disorders, 5(3), 143‒154. doi:10.1177/108705470200500302
Hong, S. B., Dwyer, D., Kim, J. W., Park, E. J., Shin, M. S., Kim, B. N., Yoo, H. J., … & Cho, S. C. (2014). Subthreshold attention-deficit/hyperactivity disorder is associated with functional impairments across domains: a comprehensive analysis in a large-scale community study. European Child and Adolescent Psychiatry, 23(8), 627‒636. doi:10.1007/s00787-013-0501-z
Mayes, S. D., Calhoun, S. L., & Crowell, E. W. (2000). Learning disabilities and ADHD: Overlapping spectrum disorders. Journal of Learning Disabilities, 33(5), 417‒424. doi:10.1177/002221940003300502
McGoey, K. E., Eckert, T. L., & Dupaul, G. J. (2002). Early intervention for preschool-age children with ADHD: A literature review. Journal of Emotional and Behavioral Disorder, 10(1), 14‒29. doi:10.1177/106342660201000103
Norén Selinus, E., Molero, Y., Lichtenstein, P., Anckarsäter, H., Lundström, S., Bottai, M., & Hellner Gumpert, C. (2016). Subthreshold and threshold attention deficit hyperactivity disorder symptoms in childhood: psychosocial outcomes in adolescence in boys and girls. Acta Psychiatrica Scandinavica, 134(6), 533‒545. doi:10.1111/acps.12655
Norvilitis, J. M., Sun, L., & Zhang, J. (2010). ADHD symptomatology and adjustment to college in China and the United States. Journal of Learning Disabilities, 43(1), 86‒94. doi:10.1177/0022219409345012
Norwalk, K., Norvilitis, J., & MacLean, M.G. (2009). ADHD symptomatology and its relationship to factors associated with college adjustment. Journal of Attention Disorders, 13(3), 251‒258. doi:10.1177/1087054708320441
Pagani, L., Vitaro, F., Tremblay, R., McDuff, P., Japel, C., & Larose, S. (2008). When predictions fail: the case of unexpected pathways toward high school dropout. Journal of Social Issues, 64(1), 175‒194. doi:10.1111/j.1540-4560.2008.00554.x
Passolt, M. (2002). Hiperaktiven otrok: psihomotorična terapija. [Hyperactive child: psychomotor therapy]. Ljubljana: Sožitje.
Quinn, P., & Wigal, S. (2004). Perceptions of Girls and ADHD: Results from a National Survey. Medscape General Medicine, 6(2), Article 2.
Rafalovich, A. (2008). Framing ADHD Children: A Critical Examination of History, Discourse, and Everyday Experience of Attention Deficit/Hyperactivity Disorder. Maryland, US: Lexington Books.
Ramtekkar, U. P., Reiersen, A. M., Todorov, A. A., & Todd, R. D. (2010). Sex and age differences in attention-deficit/hyperactivity disorder symptoms and diagnoses: implications for DSM-V and ICD-11. Journal of the American Academy of Child and Adolescent Psychiatry, 49(3), 217‒228. doi:10.1016/j.jaac.2009.11.011
Rucklidge, J. J. (2010). Gender differences in attention-deficit/hyperactivity disorder. Psychiatric Clinics of North America, 33(2), 357‒373. doi:10.1016/j.psc.2010.01.006
Rucklidge, J. J., & Tannock, R. (2001). Psychiatric, psychosocial, and cognitive functioning of female adolescents with ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 40(5), 530‒540. doi:10.1177/108705470100500124
Todd, R. D., Sitdhiraksa, N., Reich, W., Ji, T. H., Joyner, C. A., Heath, A. C., & Neuman, R. J. (2002). Discrimination of DSM-IV and latent class attention-deficit/hyperactivity disorder subtypes by educational and cognitive performance in a population-based sample of child and adolescent twins. Journal of the American Academy of Child and Adolescent Psychiatry, 41(7), 820‒828. doi:10.1097/00004583-200207000-00014
Turnbull, A., Turnbull R., & Wehmeyer, M. (2010). Exceptional lives: Special education in today's schools (6th ed.). Columbus, OH: Pearson.
Velki, T. (2012a). Priručnik za rad s hiperaktivnom djecom u školi, 2. prošireno izdanje. [Handbook for working with hyperactive children in schools, 2nd extended edition] Jastrebarsko: Naklada Slap.
Velki, T. (2012b). Priručnik za rad s hiperaktivnom djecom u školi [Handbook for working with hyperactive children in schools]. Jastrebarsko: Naklada Slap.
Velki, T., & Cimer, R. (2011). Primjena teorije ekoloških sustava u radu s djetetom s ADHD-om. [The application of the ecological systems theory in working with a child with ADHD], Klinička psihologija, 4(1‒2), 71‒87.
Velki, T., & Dudaš, M. (2016). Pokazuju li hiperaktivnija djeca više simptoma agresivnosti? [Do more hyperactive children show more symptoms of agression?] Ljetopis socijalnog rada, 23(1), 87‒121. doi:10.3935/ljsr.v23i1.93
Velki, T., & Romstein, K. (2017). Academic, social and emotional functioning of children at risk for development of adhd. Klinička psihologija, 10(1-2), 35-58. doi:10.21465/2017- КП- 1- 2- 0003
Wasserstein, J., Wasserstein, A., & Wolf, L. E. (2001). Adults with Attention Deficit Hyperactivity Disorder (ADHD). ERIC Digest, E622, 1‒6.
Wells, R. D., Dahl, B. B., & Snyder, D. (2001). ADHD issues for adults: Coping and compensatory strategies used by adults with attentional problems, children and adults with attention deficit/hyperactivity disorder. Teaching Exceptional Children, 34(2), 72‒81.
Vulić-Prtorić, A. (2006). Skala hiperaktivnosti – impulzivnosti – pažnje – HIP [Hyperactivity-impulsivity-attention Scale - HIP]. In V. Ćubela Adorić, A. Proroković, Z. Penezić, & I. Tucak (Eds.), Zbirka psihologijskih skala i upitnika - Svezak 3 (pp. 41‒49). Zadar: Sveučilište u Zadru.
Vulić-Prtorić, A., & Sorić, I. (2006). Upitnik samoefikasnosti za djecu [Self-efficacy Questionnaire for Children]. In V. Ćubela Adorić, A. Proroković, Z. Penezić, & I. Tucak (Eds.), Zbirka psihologijskih skala i upitnika - Svezak 3 (pp. 87‒93). Zadar: Sveučilište u Zadru.
Weyandt, L. L., & DuPaul, G. J. (2008). ADHD in college students: Developmental Findings. Developmental Disabilities Research Reviews, 14(4), 311‒319. doi:10.1002/ddrr.38
Wu, S. Y., & Gau, S. S. (2013). Correlates for academic performance and school functioning among youths with and without persistent attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 34(1), 505‒515. doi:10.1016/j.ridd.2012.09.004
Young, S., Heptinstall, E., Sonuga-Barke, E. J. S., Chadwick, O., & Taylor, E. (2005). The adolescent outcome of hyperactive girls: Self-report of psychosocial status. Journal of Child Psychology and Psychiatry, 46(3), 255‒262. doi:10.1111/j.1469-7610.2004.00350.x
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Velki, T., & Vrdoljak, G. (2019). SPOL KAO MODERATOR I DOB KAO MEDIJATOR VARIJABLE U PREDVIĐANJU ŠKOLSKE PRILAGODBE SAMOPROCIJENJENIM SIMPTOMIMA ADHD-A. Primenjena Psihologija, 12(1), 65–83. https://doi.org/10.19090/pp.2019.1.65-83
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