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Research on Child and Adolescent Psychopathology

Gepubliceerd in:

03-01-2020

An Examination of Relations Among Working Memory, ADHD Symptoms, and Emotion Regulation

Auteurs: Nicole B. Groves, Michael J. Kofler, Erica L. Wells, Taylor N. Day, Elizabeth S. M. Chan

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 4/2020

Abstract

Emotion regulation difficulties are present in many, if not most, children with attention-deficit/hyperactivity disorder (ADHD) and confer risk for a host of adverse outcomes. Little is known, however, regarding the neurocognitive and behavioral mechanisms that underlie these difficulties. A well-characterized, clinically evaluated sample of 145 children ages 8–13 years (M = 10.33, SD = 1.47; 55 girls; 69% White/non-Hispanic) were administered multiple, counterbalanced working memory tests and assessed for emotion dysregulation and ADHD symptoms via multiple-informant reports. Bias-corrected, bootstrapped conditional effects modeling indicated that underdeveloped working memory exerted significant direct effects on emotion regulation in all tested models as well as indirect effects on emotion regulation via parent-reported hyperactive/impulsive symptoms (95% CIs excluded zero). Interestingly, hyperactive/impulsive symptoms also predicted emotion dysregulation when controlling for the influence of working memory. Inattention failed to predict emotion regulation difficulties in all tested models (all 95% CIs included zero). This pattern of results replicated across parent and teacher models and were robust to control for mono-informant bias, age, and gender. These findings suggest that emotion dysregulation in ADHD reflects, in part, both a direct outcome of underdeveloped working memory and an affective outcome of hyperactive and/or impulsive symptomatology, both attributable to and independent of the role of underlying working memory deficits.

vorige artikel Mitigation of a Prospective Association Between Early Language Delay at Toddlerhood and ADHD Among Bilingual Preschoolers: Evidence from the GUSTO Cohort

volgende artikel Conceptualizing Callous-Unemotional Traits in Preschool through Confirmatory Factor and Network Analysis

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Titel: An Examination of Relations Among Working Memory, ADHD Symptoms, and Emotion Regulation
Auteurs: Nicole B. Groves
Michael J. Kofler
Erica L. Wells
Taylor N. Day
Elizabeth S. M. Chan
Publicatiedatum: 03-01-2020
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 4/2020
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-019-00612-8

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