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Titolo:
Perceived social support by children with characteristics of attention-deficit/hyperactivity disorder
Autore:
Demaray, MK; Elliott, SN;
Indirizzi:
No Illinois Univ, Dept Psychol, De Kalb, IL 60115 USA No Illinois Univ DeKalb IL USA 60115 Dept Psychol, De Kalb, IL 60115 USA Univ Wisconsin, Madison, WI 53706 USA Univ Wisconsin Madison WI USA 53706Univ Wisconsin, Madison, WI 53706 USA
Titolo Testata:
SCHOOL PSYCHOLOGY QUARTERLY
fascicolo: 1, volume: 16, anno: 2001,
pagine: 68 - 90
SICI:
1045-3830(200121)16:1<68:PSSBCW>2.0.ZU;2-6
Fonte:
ISI
Lingua:
ENG
Soggetto:
DEFICIT HYPERACTIVITY DISORDER; TEACHER RATINGS; INATTENTION OVERACTIVITY; COMMUNICATION PATTERNS; LEARNING-DISABILITIES; PEER RELATIONSHIPS; NORMATIVE DATA; SELF-CONCEPT; NORMAL BOYS; ADOLESCENTS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
58
Recensione:
Indirizzi per estratti:
Indirizzo: Demaray, MK No Illinois Univ, Dept Psychol, De Kalb, IL 60115 USA No Illinois Univ De Kalb IL USA 60115 , De Kalb, IL 60115 USA
Citazione:
M.K. Demaray e S.N. Elliott, "Perceived social support by children with characteristics of attention-deficit/hyperactivity disorder", SCH PSYCH Q, 16(1), 2001, pp. 68-90

Abstract

This comparative study concerned students' perceptions of social support behaviors exhibited by significant adults and peers at school. A total of 29teachers and 94 boys, in Grades 3 through 6, and their parents participated in the project from seven schools in three school districts in Minnesota,Nebraska, and Wisconsin. Approximately half of the boys (n = 48) displayedsignificant levels of behaviors characteristic of Attention-Deficit/Hyperactivity Disorder ([ADHD] characteristics group). The remaining boys (n = 46) were randomly chosen from classrooms and did not display characteristics of ADHD (comparison group). Information on students' academic performance, social skills, self-concept, and problem behaviors was assessed via rating scales completed by the students and their respective parents and teachers. Brief questionnaires developed by the authors were used to also collect perceptions of social support from the teachers and parents. The data from these rating scales indicated that children with characteristics of ADHD, when compared with a control group, perceived lower frequencies of overall social support. Children with more severe ADHD-type behaviors perceived less overall social support and less support from classmates and close friends. Both the ADHD characteristics group and comparison group perceived the importance of social support similarly; social support was moderately and significantly correlated with self-concept and student-reported positive social skill behaviors; and students' perceptions of social support were moderatelyrelated to parents' and teachers' perceptions of the frequency of social support they make available. These results are discussed and their implications for future research and practice are outlined.

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Documento generato il 19/01/20 alle ore 14:54:31