Social Deficits in High School Students With Attention-Deficit/Hyperactivity Disorder and the Role of Emotion Dysregulation
Attention-deficit/hyperactivity disorder (ADHD) is strongly associated with social functioning deficits in adolescents. However, the factors underlying this relationship are not well understood. Prior research has established that emotion dysregulation (ED) mediates the relationship between ADHD sym...
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| Veröffentlicht in: | School psychology 2020-07, Vol.35 (4), p.233-242 |
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| creator | Cleminshaw, Courtney L. DuPaul, George J. Kipperman, Kristen L. Evans, Steven W. Owens, Julie Sarno |
| description | Attention-deficit/hyperactivity disorder (ADHD) is strongly associated with social functioning deficits in adolescents. However, the factors underlying this relationship are not well understood. Prior research has established that emotion dysregulation (ED) mediates the relationship between ADHD symptoms and social skills in middle school students and that the mediational role of ED is moderated by youth's level of depression. The current study examined whether this model holds true in high school students with ADHD, despite developmental and environmental changes during maturation. Cross-sectional measures of ADHD symptoms, emotion regulation, depression, and social functioning were collected from 174 high school students with ADHD (M age = 14.51; 81.4% male). Analyses were conducted using the PROCESS macro for SPSS. Bootstrapping results of the omnibus effect of a multiple-mediational model indicated that ADHD and ED jointly account for 49% of the variance in parent-rated social skills (i.e., evidence of mediation by ED). However, counter to our hypothesis, depression did not moderate this relationship. This study provides evidence that ED accounts for the relationship between ADHD and social deficits in an older adolescent population. Results have significant implications for intervention strategies to improve emotional self-awareness and control in adolescents with ADHD.
Impact and Implications
This study builds upon prior evidence that emotion dysregulation explains the relationship between ADHD symptoms and poor social functioning in adolescents. It holds important implications for assessment and treatment of social impairment during adolescence. |
| doi_str_mv | 10.1037/spq0000392 |
| format | Article |
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Impact and Implications
This study builds upon prior evidence that emotion dysregulation explains the relationship between ADHD symptoms and poor social functioning in adolescents. It holds important implications for assessment and treatment of social impairment during adolescence.</description><identifier>ISSN: 2578-4218</identifier><identifier>EISSN: 2578-4226</identifier><identifier>DOI: 10.1037/spq0000392</identifier><identifier>PMID: 32673052</identifier><language>eng</language><publisher>United States: Educational Publishing Foundation</publisher><subject>Adolescent ; Adolescent Behavior - physiology ; Adolescents ; Attention Deficit Disorder with Hyperactivity ; Attention Deficit Disorder with Hyperactivity - physiopathology ; Attention Deficit Hyperactivity Disorder ; Comorbidity ; Cross-Sectional Studies ; Depression (Psychology) ; Depression - physiopathology ; Drug Therapy ; Emotional disorders ; Emotional Disturbances ; Emotional Regulation ; Emotional Regulation - physiology ; Ethnicity ; Family Income ; Female ; High School Students ; Human ; Humans ; Hyperactivity ; Interpersonal Competence ; Major Depression ; Male ; Maturation ; Mental depression ; Psychosocial Functioning ; Racial Differences ; Secondary school students ; Self Control ; Social Behavior Disorders - physiopathology ; Social Functioning ; Social Skills ; Students ; Symptoms ; Symptoms (Individual Disorders) ; Teenagers</subject><ispartof>School psychology, 2020-07, Vol.35 (4), p.233-242</ispartof><rights>2020 American Psychological Association</rights><rights>2020, American Psychological Association</rights><rights>Copyright American Psychological Association Jul 2020</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a437t-cfcef9819a631a0b6ca782713c9ecffedd2dc5c98420425681f759e79203d9b13</citedby><orcidid>0000-0003-0184-032X ; 0000-0002-7283-2274 ; 0000-0002-4601-3507 ; 0000-0002-8904-5867</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27905,27906</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1260343$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32673052$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Codding, Robin S</contributor><contributor>Gilman, Richard C</contributor><creatorcontrib>Cleminshaw, Courtney L.</creatorcontrib><creatorcontrib>DuPaul, George J.</creatorcontrib><creatorcontrib>Kipperman, Kristen L.</creatorcontrib><creatorcontrib>Evans, Steven W.</creatorcontrib><creatorcontrib>Owens, Julie Sarno</creatorcontrib><title>Social Deficits in High School Students With Attention-Deficit/Hyperactivity Disorder and the Role of Emotion Dysregulation</title><title>School psychology</title><addtitle>Sch Psychol</addtitle><description>Attention-deficit/hyperactivity disorder (ADHD) is strongly associated with social functioning deficits in adolescents. However, the factors underlying this relationship are not well understood. Prior research has established that emotion dysregulation (ED) mediates the relationship between ADHD symptoms and social skills in middle school students and that the mediational role of ED is moderated by youth's level of depression. The current study examined whether this model holds true in high school students with ADHD, despite developmental and environmental changes during maturation. Cross-sectional measures of ADHD symptoms, emotion regulation, depression, and social functioning were collected from 174 high school students with ADHD (M age = 14.51; 81.4% male). Analyses were conducted using the PROCESS macro for SPSS. Bootstrapping results of the omnibus effect of a multiple-mediational model indicated that ADHD and ED jointly account for 49% of the variance in parent-rated social skills (i.e., evidence of mediation by ED). However, counter to our hypothesis, depression did not moderate this relationship. This study provides evidence that ED accounts for the relationship between ADHD and social deficits in an older adolescent population. Results have significant implications for intervention strategies to improve emotional self-awareness and control in adolescents with ADHD.
Impact and Implications
This study builds upon prior evidence that emotion dysregulation explains the relationship between ADHD symptoms and poor social functioning in adolescents. It holds important implications for assessment and treatment of social impairment during adolescence.</description><subject>Adolescent</subject><subject>Adolescent Behavior - physiology</subject><subject>Adolescents</subject><subject>Attention Deficit Disorder with Hyperactivity</subject><subject>Attention Deficit Disorder with Hyperactivity - physiopathology</subject><subject>Attention Deficit Hyperactivity Disorder</subject><subject>Comorbidity</subject><subject>Cross-Sectional Studies</subject><subject>Depression (Psychology)</subject><subject>Depression - physiopathology</subject><subject>Drug Therapy</subject><subject>Emotional disorders</subject><subject>Emotional Disturbances</subject><subject>Emotional Regulation</subject><subject>Emotional Regulation - physiology</subject><subject>Ethnicity</subject><subject>Family Income</subject><subject>Female</subject><subject>High School Students</subject><subject>Human</subject><subject>Humans</subject><subject>Hyperactivity</subject><subject>Interpersonal Competence</subject><subject>Major Depression</subject><subject>Male</subject><subject>Maturation</subject><subject>Mental depression</subject><subject>Psychosocial Functioning</subject><subject>Racial Differences</subject><subject>Secondary school students</subject><subject>Self Control</subject><subject>Social Behavior Disorders - physiopathology</subject><subject>Social Functioning</subject><subject>Social Skills</subject><subject>Students</subject><subject>Symptoms</subject><subject>Symptoms (Individual Disorders)</subject><subject>Teenagers</subject><issn>2578-4218</issn><issn>2578-4226</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kc1rHCEYxqU0NGGTS-8tQi8hZRJ9nXH0GLKbbkOg0G3pUVzHyRpmx4k6haH_fF12u4Ue6kVfn9_7oQ9Cbym5poTVN3F4IXkxCa_QGVS1KEoA_vp4puIUXcT4nBmgpeQg3qBTBrxmpIIz9GvljdMdntvWGZcidj1euqcNXpmN9x1epbGxfb7_4dIG36aUA-f74sDfLKfBBm2S--nShOcu-tDYgHXf4LSx-KvvLPYtXmz9Lg3Ppxjs09jpXXSOTlrdRXtx2Gfo-_3i292yePzy6fPd7WOhS1anwrTGtlJQqTmjmqy50bWAmjIjrWlb2zTQmMpIUQIpoeKCtnUlbS2BsEauKZuhy33dIfiX0cakti4a23W6t36MCnJW_kHKZUY__IM--zH0ebpMVUxSxjn8n4JKClFmb2boak-Z4GN-dquG4LY6TIoStfNO_fUuw-8PJcf11jZH9I9TGXi3B2xw5igvHihwwkqW9Y97XQ9aDXEyOiRnOhvNGEI2bddMsUqVChhjvwHLUKzF</recordid><startdate>202007</startdate><enddate>202007</enddate><creator>Cleminshaw, Courtney L.</creator><creator>DuPaul, George J.</creator><creator>Kipperman, Kristen L.</creator><creator>Evans, Steven W.</creator><creator>Owens, Julie Sarno</creator><general>Educational Publishing Foundation</general><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0003-0184-032X</orcidid><orcidid>https://orcid.org/0000-0002-7283-2274</orcidid><orcidid>https://orcid.org/0000-0002-4601-3507</orcidid><orcidid>https://orcid.org/0000-0002-8904-5867</orcidid></search><sort><creationdate>202007</creationdate><title>Social Deficits in High School Students With Attention-Deficit/Hyperactivity Disorder and the Role of Emotion Dysregulation</title><author>Cleminshaw, Courtney L. ; DuPaul, George J. ; Kipperman, Kristen L. ; Evans, Steven W. ; Owens, Julie Sarno</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a437t-cfcef9819a631a0b6ca782713c9ecffedd2dc5c98420425681f759e79203d9b13</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Adolescent</topic><topic>Adolescent Behavior - physiology</topic><topic>Adolescents</topic><topic>Attention Deficit Disorder with Hyperactivity</topic><topic>Attention Deficit Disorder with Hyperactivity - physiopathology</topic><topic>Attention Deficit Hyperactivity Disorder</topic><topic>Comorbidity</topic><topic>Cross-Sectional Studies</topic><topic>Depression (Psychology)</topic><topic>Depression - physiopathology</topic><topic>Drug Therapy</topic><topic>Emotional disorders</topic><topic>Emotional Disturbances</topic><topic>Emotional Regulation</topic><topic>Emotional Regulation - physiology</topic><topic>Ethnicity</topic><topic>Family Income</topic><topic>Female</topic><topic>High School Students</topic><topic>Human</topic><topic>Humans</topic><topic>Hyperactivity</topic><topic>Interpersonal Competence</topic><topic>Major Depression</topic><topic>Male</topic><topic>Maturation</topic><topic>Mental depression</topic><topic>Psychosocial Functioning</topic><topic>Racial Differences</topic><topic>Secondary school students</topic><topic>Self Control</topic><topic>Social Behavior Disorders - physiopathology</topic><topic>Social Functioning</topic><topic>Social Skills</topic><topic>Students</topic><topic>Symptoms</topic><topic>Symptoms (Individual Disorders)</topic><topic>Teenagers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Cleminshaw, Courtney L.</creatorcontrib><creatorcontrib>DuPaul, George J.</creatorcontrib><creatorcontrib>Kipperman, Kristen L.</creatorcontrib><creatorcontrib>Evans, Steven W.</creatorcontrib><creatorcontrib>Owens, Julie Sarno</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>PsycARTICLES (ProQuest)</collection><collection>ProQuest One Psychology</collection><collection>MEDLINE - Academic</collection><jtitle>School psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cleminshaw, Courtney L.</au><au>DuPaul, George J.</au><au>Kipperman, Kristen L.</au><au>Evans, Steven W.</au><au>Owens, Julie Sarno</au><au>Codding, Robin S</au><au>Gilman, Richard C</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1260343</ericid><atitle>Social Deficits in High School Students With Attention-Deficit/Hyperactivity Disorder and the Role of Emotion Dysregulation</atitle><jtitle>School psychology</jtitle><addtitle>Sch Psychol</addtitle><date>2020-07</date><risdate>2020</risdate><volume>35</volume><issue>4</issue><spage>233</spage><epage>242</epage><pages>233-242</pages><issn>2578-4218</issn><eissn>2578-4226</eissn><abstract>Attention-deficit/hyperactivity disorder (ADHD) is strongly associated with social functioning deficits in adolescents. However, the factors underlying this relationship are not well understood. Prior research has established that emotion dysregulation (ED) mediates the relationship between ADHD symptoms and social skills in middle school students and that the mediational role of ED is moderated by youth's level of depression. The current study examined whether this model holds true in high school students with ADHD, despite developmental and environmental changes during maturation. Cross-sectional measures of ADHD symptoms, emotion regulation, depression, and social functioning were collected from 174 high school students with ADHD (M age = 14.51; 81.4% male). Analyses were conducted using the PROCESS macro for SPSS. Bootstrapping results of the omnibus effect of a multiple-mediational model indicated that ADHD and ED jointly account for 49% of the variance in parent-rated social skills (i.e., evidence of mediation by ED). However, counter to our hypothesis, depression did not moderate this relationship. This study provides evidence that ED accounts for the relationship between ADHD and social deficits in an older adolescent population. Results have significant implications for intervention strategies to improve emotional self-awareness and control in adolescents with ADHD.
Impact and Implications
This study builds upon prior evidence that emotion dysregulation explains the relationship between ADHD symptoms and poor social functioning in adolescents. It holds important implications for assessment and treatment of social impairment during adolescence.</abstract><cop>United States</cop><pub>Educational Publishing Foundation</pub><pmid>32673052</pmid><doi>10.1037/spq0000392</doi><tpages>10</tpages><orcidid>https://orcid.org/0000-0003-0184-032X</orcidid><orcidid>https://orcid.org/0000-0002-7283-2274</orcidid><orcidid>https://orcid.org/0000-0002-4601-3507</orcidid><orcidid>https://orcid.org/0000-0002-8904-5867</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Adolescent Adolescent Behavior - physiology Adolescents Attention Deficit Disorder with Hyperactivity Attention Deficit Disorder with Hyperactivity - physiopathology Attention Deficit Hyperactivity Disorder Comorbidity Cross-Sectional Studies Depression (Psychology) Depression - physiopathology Drug Therapy Emotional disorders Emotional Disturbances Emotional Regulation Emotional Regulation - physiology Ethnicity Family Income Female High School Students Human Humans Hyperactivity Interpersonal Competence Major Depression Male Maturation Mental depression Psychosocial Functioning Racial Differences Secondary school students Self Control Social Behavior Disorders - physiopathology Social Functioning Social Skills Students Symptoms Symptoms (Individual Disorders) Teenagers |
| title | Social Deficits in High School Students With Attention-Deficit/Hyperactivity Disorder and the Role of Emotion Dysregulation |
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