GENDER AS MODERATOR AND AGE AS MEDIATOR VARIABLES IN PREDICTION OF SCHOOL ADJUSTMENT BY SELF-EVALUTED SYMPTOMS OF ADHD

被引：3

作者：

Velki, Tena ^{[1
]}

Vrdoljak, Gabrijela ^{[2
]}

机构：

[1] Josip Juraj Strossmayer Univ Osijek, Dept Social Sci, Fac Educ, Osijek, Croatia

[2] Josip Juraj Strossmayer Univ Osijek, Dept Psychol, Fac Humanities & Social Sci, Osijek, Croatia

来源：

PRIMENJENA PSIHOLOGIJA | 2019年 / 12卷 / 01期

关键词：

ADHD; age; gender; predictors; school adjustment; DEFICIT HYPERACTIVITY DISORDER; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; CHILDREN; ADOLESCENT; SUBTHRESHOLD; METAANALYSIS; PERFORMANCE; STUDENTS;

D O I：

10.19090/pp.2019.1.65-83

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The aim of the research was to examine the moderating role of gender and the mediating role of age in predicting the school adjustment by self-evaluating the symptoms of ADHD. The study included 501 students from higher grades of primary school, out of which 50.7% were boys, and the average age was 12.72. They completed Hyperactivity-impulsivity-attention Scale, Self-efficacy Questionnaire for Children, and were given some general information. Research showed that gender had only main effect on the school success, meaning that being female predicted a better school success. Age had completely mediating role for symptoms of hyperactivity and a school success (i.e., as the students' age increases, there is no correlation between hyperactivity and the school success), and a partial mediating role for symptoms of inattention and both measures of school adjustment (i.e., as the students' age increases the correlation among symptoms of inattention and academic self-efficacy and school success become weaker).

引用

页码：65 / 83

页数：19