The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD
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Otros documentos de la autoría: Colomer, Carla; Berenguer Forner, Carmen; Roselló Miranda, Belén; Baixauli Fortea, Inmaculada; Miranda Casas, Ana
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Título
The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHDAutoría
Fecha de publicación
2017-04-12Editor
Frontiers MediaCita bibliográfica
COLOMER 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. 540Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00540/fullPalabras clave / Materias
Resumen
Children 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 ... [+]
Children 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. [-]
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Frontiers in Psychology (2017), v. 8Derechos de acceso
info:eu-repo/semantics/openAccess
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