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https://doi.org/10.5559/di.28.3.07

Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children

Tena Veliki   ORCID icon orcid.org/0000-0002-9529-8959 ; Faculty of Education, Osijek
Zvonimir Užarević ; Faculty of Education, Osijek
Snježana Dubovicki ; Faculty of Education, Osijek

Puni tekst: engleski, pdf (335 KB) str. 503-522 preuzimanja: 246* citiraj
APA 6th Edition
Veliki, T., Užarević, Z. i Dubovicki, S. (2019). Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children. Društvena istraživanja, 28 (3), 503-522. https://doi.org/10.5559/di.28.3.07
MLA 8th Edition
Veliki, Tena, et al. "Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children." Društvena istraživanja, vol. 28, br. 3, 2019, str. 503-522. https://doi.org/10.5559/di.28.3.07. Citirano 04.08.2020.
Chicago 17th Edition
Veliki, Tena, Zvonimir Užarević i Snježana Dubovicki. "Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children." Društvena istraživanja 28, br. 3 (2019): 503-522. https://doi.org/10.5559/di.28.3.07
Harvard
Veliki, T., Užarević, Z., i Dubovicki, S. (2019). 'Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children', Društvena istraživanja, 28(3), str. 503-522. https://doi.org/10.5559/di.28.3.07
Vancouver
Veliki T, Užarević Z, Dubovicki S. Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children. Društvena istraživanja [Internet]. 2019 [pristupljeno 04.08.2020.];28(3):503-522. https://doi.org/10.5559/di.28.3.07
IEEE
T. Veliki, Z. Užarević i S. Dubovicki, "Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children", Društvena istraživanja, vol.28, br. 3, str. 503-522, 2019. [Online]. https://doi.org/10.5559/di.28.3.07

Sažetak
Previous studies have shown that students with ADHD symptoms
are more likely to have problems in all aspects of adaptation.
The aim of this study is to identify ADHD symptoms that predict
maladjustment in the general population of students. Hyperactivity,
impulsiveness and inattention were examined with respect
to academic, social and emotional adjustment. Elementary
school students (average age M = 12.72, SD = 1.62) participated
in the study (N = 501). The instruments used were:
Hyperactivity-Impulsivity-Attention Scale, Croatian version of Self-
-efficacy questionnaire for children, Emotional competence
questionnaire, self-assessment of peer acceptance and school
success. Inattention was a significant predictor of problems
in all aspects of adaptation, i.e. academic (β = -0.317;
β = -0.528; p < 0.001), social (β = -0.269; β = -0.430;
p < 0.001) and emotional adjustment (β = -0.225; β = -0.367;
p < 0.01). Impulsiveness was only a significant predictor of
academic self-efficacy (β = -0.187, p < 0.01), whereas hyperactivity
was only significant for emotional competence
(β = -0.174, p < 0.05). Since inattention proved to be a
dominant problem, it is recommended that experts working with
children make an effort to increase attention and concentration
as a prevention strategy for adaptation problems of all students.

Ključne riječi
hyperactivity; impulsiveness; inattention; academic adjustment; social adjustment; emotional adjustment

Hrčak ID: 226820

URI
https://hrcak.srce.hr/226820

[hrvatski]

Posjeta: 539 *