Literaturnachweis - Detailanzeige
| Autor/inn/en | Waschbusch, Daniel A.; Craig, Rebecca; Pelham, William E., Jr.; King, Sara |
|---|---|
| Titel | Self-Handicapping Prior to Academic-Oriented Tasks in Children with Attention Deficit/Hyperactivity Disorder (ADHD): Medication Effects and Comparisons with Controls |
| Quelle | In: Journal of Abnormal Child Psychology, 35 (2007) 2, S.275-286 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0091-0627 |
| DOI | 10.1007/s10802-006-9085-0 |
| Schlagwörter | Academic Failure; Stimulants; Hyperactivity; Attention Deficit Disorders; Drug Therapy; Control Groups; Self Concept Measures; Young Children; Research Methodology; Comparative Testing; Counseling Psychology |
| Abstract | The authors examined self-handicapping prior to academic-oriented tasks in children with and without ADHD and examined whether stimulant medication influenced self-handicapping. Participants were 61 children ages 6 to 13, including 22 children with ADHD tested after taking a placebo, 21 children with ADHD tested after taking stimulant medication, and 18 non-ADHD controls. Participants completed three measures of self handicapping and also completed self-evaluations of their performance. Results showed greater self handicapping and more positive self-evaluations in children with ADHD than in controls regardless of medication condition. Findings suggest children with ADHD may use self handicapping to ameliorate the effects of experiencing high rates of academic failure. (Author). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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