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Gepubliceerd in: Journal of Abnormal Child Psychology 2/2015

01-02-2015

Attention-Deficit/Hyperactivity Disorder and Social Skills in Youth: A Moderated Mediation Model of Emotion Dysregulation and Depression

Auteurs: Nora Bunford, Steven W. Evans, Stephen P. Becker, Joshua M. Langberg

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 2/2015

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Abstract

Although studies document an association between Attention-Deficit/Hyperactivity Disorder (ADHD) and social problems, little is known about mediating or moderating mechanisms underlying this association. We examined whether, among youth, emotion dysregulation (ED) mediates the negative association between ADHD and social skills, and whether this mediational process is moderated by symptoms of depression. A total of 171 youth with ADHD (76 % male; Mage = 12.15, SD = 0.95) and their parents completed measures of ED, depression, and social skills. Results indicated that, after controlling for oppositional defiant disorder, the negative association between ADHD and social skills was mediated by ED. Further, this indirect effect was relevant for youth with non-clinical and subclinical levels of depression but not for those with clinical levels of depression. These findings underscore the importance of ED in the association between ADHD and social functioning among youth and suggest a need for additional research to understand how and when ED impacts such functioning.
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Voetnoten
1
Currently, many different and at times conflicting definitions of emotion regulation are accepted in the field. As such, there is often limited theoretical and empirical agreement on conceptualizations of the construct. We adopt Barkley’s definition of ED as this definition is most specific to ADHD.
 
2
Constructive emotional coping includes, for example, an inability to continue a task in the wake of frustration, an inability to seek help from parents when frustrated, extreme levels of negative affect, poor problem solving, and an extreme focus on negative aspects of a task.
 
3
As measured by teacher ratings of cooperation, assertiveness, and self-control and by peer-ratings of desirability as play- or study-partners.
 
4
The macros provide a 95 % confidence interval around the indirect effect. When zero is not in the 95 % confidence interval (i.e., both numbers fall on the same side of 0), it can be concluded that the indirect effect is significantly different from zero at p < 0.05 (two tailed).
 
5
When controlling for gender and age in our analyses, by including gender and age as covariates in the models, neither emerged as a significant covariate (gender ps ranging from 0.304 to 0.810; age ps ranging from 0.146 to 0.603).Thus, the models on which we report data do not include gender or age as a covariate.
 
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Metagegevens
Titel
Attention-Deficit/Hyperactivity Disorder and Social Skills in Youth: A Moderated Mediation Model of Emotion Dysregulation and Depression
Auteurs
Nora Bunford
Steven W. Evans
Stephen P. Becker
Joshua M. Langberg
Publicatiedatum
01-02-2015
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 2/2015
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-014-9909-2

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