School Adjustments in Children with Attention Deficit Hyperactivity Disorder (ADHD): Peer Relationships, the Quality of the Student-Teacher Relationship, and Children's Academic and Behavioral Competencies

Autor/inn/en	Berchiatti, Martina; Ferrer, Antonio; Badenes-Ribera, Laura; Longobardi, Claudio
Titel	School Adjustments in Children with Attention Deficit Hyperactivity Disorder (ADHD): Peer Relationships, the Quality of the Student-Teacher Relationship, and Children's Academic and Behavioral Competencies
Quelle	In: Journal of Applied School Psychology, 38 (2022) 3, S.241-261 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Longobardi, Claudio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2021.1941471
Schlagwörter	Teacher Student Relationship; Peer Relationship; Student Adjustment; Attention Deficit Hyperactivity Disorder; Comparative Analysis; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Academic Achievement; Rejection (Psychology); Correlation; Affective Behavior; Peer Acceptance; Symptoms (Individual Disorders); Emotional Response; Well Being; Social Development; Student Behavior; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schulleistung; Ablehnung; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Psychiatrische Symptomatik; Emotionales Verhalten; Well-being; Wellness; Wohlbefinden; Soziale Entwicklung; Student behaviour; Schülerverhalten; Ausland; Italien
Abstract	This study aimed to investigate how children with attention deficit hyperactivity disorder (ADHD) adjust to school when compared to typically developing students. The convenience sample consisted of 135 children--27 with ADHD and 108 in the control group--and 19 prevalent teachers from 6 primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Evaluations were also used to assess teachers' perceptions of their relationships with their students, children's behaviors, and children's academic competencies. Chi-squared tests, independent sample t tests, bivariate correlations, and one-way multivariate analyses of variance (MANOVA) were used to analyze the data. The chi-squared test showed that children with ADHD were rejected by their peers and more unpopular than expected. The results of the one-way MANOVA tests showed greater difficulty on the teacher's part in establishing relationships based on affective closeness with children with ADHD than with typically developing children. Children with ADHD also showed higher levels in emotional symptoms, behavioral problems, hyperactivity, and peer problems than typically developing children. This study's findings suggest that teachers should consider the wellbeing of children with ADHD to improve their social and behavioral development on children's ability to adjust to school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01