Povezanost samoprocijenjenih simptoma ADHD-a s agresivnim ponašanjem i sudjelovanjem u vršnjačkom nasilju učenika osnovnoškolske dobi

Velki, Tena; Romstein, Ksenija

doi:10.31299/hrri.52.2.4

Cited by 2 publications

(3 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Still, it should be taken into account that the effect size in this case was almost insignificant. As previous studies have shown (McQuade & Hoza, 2015;Velki & Romstein, 2016), a possible explanation for this finding is that symptoms of impulsivity are significant in predicting aggressive behavior or peer violence, which was not included in the scope of the present study. Problems with following the rules, listening to conversations and engaging in group activities that significantly disturb peer relationships are actually a reflection of symptoms of inattention.…”

Section: Discussionmentioning

confidence: 87%

“…The symptoms of impulsivity have proved to be particularly challenging for social and emotional functioning of children since these are most often associated with violent and aggressive behavior towards peers (McQuade & Hoza, 2015;Velki & Romstein, 2016). Children that are more impulsive are prone to interrupt others in conversations, to a reckless and ignorant behavior during interaction and, also, a lack of recognition of emotions in others, which results in conflicts during interaction; in other words, they show deficits in verbal behavior and communication skills (Corkum, Corbin, & Pike, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children

Veliki¹,

Užarević²,

Dubovicki³

2019

Drustvena istrazivanja

Self Cite

View full text Add to dashboard Cite

Previous studies have shown that students with ADHD symptoms are more likely to have problems in all aspects of adaptation. The aim of this study is to identify ADHD symptoms that predict maladjustment in the general population of students. Hyperactivity, impulsiveness and inattention were examined with respect to academic, social and emotional adjustment. Elementary school students (average age M = 12.72, SD = 1.62) participated in the study (N = 501). The instruments used were: Hyperactivity-Impulsivity-Attention Scale, Croatian version of Self--efficacy questionnaire for children, Emotional competence questionnaire, self-assessment of peer acceptance and school success. Inattention was a significant predictor of problems in all aspects of adaptation, i.e. academic (β = -0.317; β = -0.528; p < 0.001), social (β = -0.269; β = -0.430; p < 0.001) and emotional adjustment (β = -0.225; β = -0.367; p < 0.01). Impulsiveness was only a significant predictor of academic self-efficacy (β = -0.187, p < 0.01), whereas hyperactivity was only significant for emotional competence (β = -0.174, p < 0.05). Since inattention proved to be a dominant problem, it is recommended that experts working with children make an effort to increase attention and concentration as a prevention strategy for adaptation problems of all students.

show abstract

Section: Discussionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children

Veliki¹,

Užarević²,

Dubovicki³

2019

Drustvena istrazivanja

Self Cite

View full text Add to dashboard Cite

show abstract

“…Boys are also four times more often diagnosed with ADHD, especially the impulsive type (Velki, 2012c), and generally express a ower level of empathy (Espelage, Mebane, & Swearer, 2004;Gini, Albiero, Benelli, & Altoè, 2007). Generally, studies have shown that hyperactive children, especially those with significant impulsivity, are more often involved in aggressive behavior and bullying (Velki & Dudaš, 2016;Velki & Romstein, 2016). Impulsive children have a low tolerance to frustration and often react inappropriately (i.e., aggressively) in neutral situations.…”

Section: Resultsmentioning

confidence: 99%

Verifying the ecological model of peer aggression on Croatian students

Velki

2018

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

Using the ecological approach, the goal of this study was to determine the predictors of physical and verbal peer aggressive behavior. The participants were 880 school students from the fifth to eighth grade (48% boys and 52% girls) and the same number of parents (19% fathers and 61% mothers) as well as 107 teachers. The main analysis was performed using multivariate–multilevel modeling. The following significant predictors of physical peer aggression were obtained: Boys, a greater degree of impulsivity, more parental punishment, poorer school success, more time spent with the media, and the perception of great neighborhood dangerousness. For verbal peer aggression, the significant predictors were: A greater degree of impulsivity, lower level of affective empathy, more parental punishment, lack of parental supervision, lesser peer acceptance, large differences in family income, more time spent with the media, and the perception of great neighborhood dangerousness. A moderating effect of neighborhood dangerousness and parental supervision was found. The results were interpreted within Bronfenbrenner's ecological model.

show abstract

Povezanost samoprocijenjenih simptoma ADHD-a s agresivnim ponašanjem i sudjelovanjem u vršnjačkom nasilju učenika osnovnoškolske dobi

Cited by 2 publications

References 8 publications

Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children

Self-Evaluated ADHD Symptoms as Risk Adaptation Factors in Elementary School Children

Verifying the ecological model of peer aggression on Croatian students

Contact Info

Product

Resources

About