Assessment of Social Self-perceptions of Acceptance and Enmity in Children with Attention-Deficit/ Hyperactivity Disorder
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Títol
Assessment of Social Self-perceptions of Acceptance and Enmity in Children with Attention-Deficit/ Hyperactivity DisorderAutoria
Data de publicació
2021Editor
SAGE Publications LtdISSN
0829-5735; 2154-3984Cita bibliogràfica
GARCIA-CASTELLAR, Rosa, et al. Assessment of Social Self-perceptions of Acceptance and Enmity in Children with Attention-Deficit/Hyperactivity Disorder. Canadian Journal of School Psychology, 2021, 36.4: 318-334.Tipus de document
info:eu-repo/semantics/articleVersió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
This study analyzes the self-perceptions of social competence in children with
attention-deficit/hyperactivity disorder (ADHD). It compares two groups of
participants, children with ADHD (N=20) and children without ... [+]
This study analyzes the self-perceptions of social competence in children with
attention-deficit/hyperactivity disorder (ADHD). It compares two groups of
participants, children with ADHD (N=20) and children without ADHD (N=20)
ages between 8 and 12 years old. Sociometric questionnaires were completed by
two groups of participants and 707 peers, as well as a questionnaire that evaluates
children’s behavior from parents’ and teachers’ perspectives. Results indicate that
children with ADHD correctly perceive enmity, but incorrectly perceive friendship.
Children with ADHD have low rates of positive reciprocity and qualities that
indicate friendship differs considerably from the children without ADHD. The
children with ADHD have a different profile of social self-perception than children
without ADHD, especially regarding recognizing friendship. The results contribute
to the understanding of perceptions of elements of peer relationship and friendships
with strong ecological validity. This small scale study provides a proof of concept
for improving ecological validity in the methods of evaluating social skills and social
emotion learning programming for children with ADHD. [-]
Publicat a
Canadian Journal of School Psychology, 2021, 36.4: 318-334Entitat finançadora
Spanish Ministry of Science and Innovation
Codi del projecte o subvenció
PSI2008 06121/PSIC
Drets d'accés
info:eu-repo/semantics/openAccess
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