Mostrar el registro sencillo del ítem

dc.contributor.authorColomer, Carla
dc.contributor.authorBerenguer Forner, Carmen
dc.contributor.authorRoselló Miranda, Belén
dc.contributor.authorBaixauli Fortea, Inmaculada
dc.contributor.authorMiranda Casas, Ana
dc.date.accessioned2017-06-21T09:46:33Z
dc.date.available2017-06-21T09:46:33Z
dc.date.issued2017-04-12
dc.identifier.citationCOLOMER MENDOZA, Carla; BERENGUER FORNER, Carmen; ROSELLÓ MIRANDA, Belén; BAIXAULI-FORTEA, Inmaculada; MIRANDA CASAS, Ana. The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD. Frontiers in Psychology (2017), v. 8, art. 540ca_CA
dc.identifier.urihttp://hdl.handle.net/10234/168055
dc.description.abstractChildren diagnosed with attention deficit/hyperactivity disorder (ADHD) are at risk of experiencing lower academic achievement compared to their peers without ADHD. However, we have a limited understanding of the mechanisms underlying this association. Both the symptoms of the disorder and the executive functions can negatively influence learning behaviors, including motivation, attitude toward learning, or persistence, key aspects of the learning process. The first objective of this study was to compare different components of learning behaviors in children diagnosed with ADHD and typically developing (TD) children. The second objective was to analyze the relationships among learning behaviors, executive functioning, and symptoms of hyperactivity/impulsivity in both groups. Participants were 35 children diagnosed with ADHD and 37 with TD (7–11 years old), matched on age and IQ. The teachers filled out the Behavior Rating Inventory of Executive Function (BRIEF) and the Learning Behaviors Scale, which evaluates Competence/motivation, Attitude toward learning, Attention/persistence, and Strategy/flexibility. In addition, parents and teachers filled out the DSM-5 diagnostic criteria for ADHD. ANOVAs showed significant differences between children with ADHD and TD children on all the learning behaviors. Moreover, in both the ADHD and TD groups, the behavioral regulation index of the BRIEF predicted the search for strategies, and the metacognition index was a good predictor of motivation. However, attitude toward learning was predicted by metacognition only in the group with ADHD. Therefore, the executive functions had greater power than the typical symptoms of inattention and hyperactivity/impulsivity in predicting learning behaviors of children with ADHD. The findings are in line with other studies that support the influence of the executive functions on performance, highlighting the importance of including their development as a top priority from early ages in the school setting in order to strengthen learning behaviors.ca_CA
dc.description.sponsorShipThis work is supported by the Spanish State Research Agency (Agencia Española de Investigación, AEI) and the European Regional Development Fund (Fondo Europeo de Desarrollo Regional, FEDER) through the Project PSI2016-78109 (AEI/FEDER, UE) and by the University of Valencia (UV-INVPREDOC15- 265889).ca_CA
dc.format.extent10 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherFrontiers Mediaca_CA
dc.relation.isPartOfFrontiers in Psychology (2017), v. 8ca_CA
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0/*
dc.subjectADHDca_CA
dc.subjectExecutive functionsca_CA
dc.subjectInattentionca_CA
dc.subjectHyperactivityca_CA
dc.subjectLearning behaviorsca_CA
dc.subjectSchoolca_CA
dc.titleThe Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHDca_CA
dc.typeinfo:eu-repo/semantics/articleca_CA
dc.identifier.doihttp://dx.doi.org/10.3389/fpsyg.2017.00540
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_CA
dc.relation.publisherVersionhttp://journal.frontiersin.org/article/10.3389/fpsyg.2017.00540/fullca_CA


Ficheros en el ítem

Thumbnail
Thumbnail

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem

Atribución 4.0 Internacional
Excepto si se señala otra cosa, la licencia del ítem se describe como: Atribución 4.0 Internacional