Multiple Levels of Factors Protecting against Peer Rejection in Children with Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Mustafina, Aigul; Amitov, Sultankozha; Ma, Joyce Lai-Chong
Titel	Multiple Levels of Factors Protecting against Peer Rejection in Children with Attention-Deficit/Hyperactivity Disorder
Quelle	In: SAGE Open, 12 (2022) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mustafina, Aigul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221082147
Schlagwörter	Foreign Countries; Elementary School Students; Attention Deficit Hyperactivity Disorder; Control Groups; Peer Acceptance; Rejection (Psychology); Teacher Student Relationship; Extracurricular Activities; Family Relationship; Social Support Groups; Behavior Problems; Child Behavior; Screening Tests; Questionnaires; Rating Scales; Measures (Individuals); Scores; Kazakhstan; Strengths and Difficulties Questionnaire; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Ausland; Ablehnung; Teacher student relationships; Lehrer-Schüler-Beziehung; Außerunterrichtliche Aktivität; Social support; Soziale Unterstützung; Screening-Verfahren; Fragebogen; Rating-Skala; Messdaten; Kasachstan
Abstract	This study investigated both the risk factors and the protective factors against peer rejection at multiple levels in children with attention-deficit/hyperactivity disorder (ADHD) and their typically developing peers. Using standard sociometric procedure, we studied the peer rejection of 108 children with ADHD (aged 7 to 12) and their classmates of the same sex and age (n = 108). Risk factors (i.e., emotional/behavioral difficulties, academic performance, conflicts in the student-teacher relationship, parental rejection) predicted peer rejection in both groups, but the quality of relationships with teachers had a stronger predictive power in children with ADHD. Protective factors at multiple levels: individual ("extracurricular activity"), family ("parental warmth" and "family social support"), social ("school social support" and "friendship"), compensated for all the risks of peer rejection in children with ADHD. However, the effect of "prosocial" behavior was insignificant after controlling for emotional/behavioral problems. Only "school social support" and "friendship" moderated the relationship between rejection and the risk factors in children with ADHD. Compensatory and moderating effects of all factors were found in the comparison group. Prevention and intervention of the peer rejection of children with ADHD should be focused on multiple levels of factors, especially social ones. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01