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Research on Child and Adolescent Psychopathology
Gepubliceerd in:

01-04-2007 | Original Paper

Self-Handicapping Prior to Academic-Oriented Tasks in Children with Attention Deficit/Hyperactivity Disorder (ADHD): Medication Effects and Comparisons with Controls

Auteurs: Daniel A. Waschbusch, Rebecca Craig, William E. Pelham Jr, Sara King

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 2/2007

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Abstract

Examined self-handicapping prior to academic-oriented tasks in children with and without ADHD and examined whether stimulant medication influenced self-handicapping. Participants were 61 children ages 6 to 13, including 22 children with ADHD tested after taking a placebo, 21 children with ADHD tested after taking stimulant medication, and 18 non-ADHD controls. Participants completed three measures of self handicapping and also completed self-evaluations of their performance. Results showed greater self handicapping and more positive self-evaluations in children with ADHD than in controls regardless of medication condition. Findings suggest children with ADHD may use self handicapping to ameliorate the effects of experiencing high rates of academic failure.
vorige artikel Academic Pathways between Attention Problems and Depressive Symptoms Among Urban African American Children
volgende artikel Stress Sensitization and Adolescent Depressive Severity as a Function of Childhood Adversity: A Link to Anxiety Disorders
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Metagegevens
Titel
Self-Handicapping Prior to Academic-Oriented Tasks in Children with Attention Deficit/Hyperactivity Disorder (ADHD): Medication Effects and Comparisons with Controls
Auteurs
Daniel A. Waschbusch
Rebecca Craig
William E. Pelham Jr
Sara King
Publicatiedatum
01-04-2007
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 2/2007
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-006-9085-0

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