Self-Concept and Inattention or Hyperactivity–Impulsivity Symptomatology: The Role of Anxiety

Abstract

Attention-deficit/hyperactivity disorder (ADHD) has been associated with low levels of self-concept (academic, emotional, social or physical), although this association can differ in the function of the inattention or hyperactivity–impulsivity symptomatology. Furthermore, the relation between ADHD and self-concept can be mediated or moderated by the levels of anxiety. This work is aimed to examine the differential effect of inattention symptomatology and hyperactivity–impulsivity symptomatology on academic, emotional, social and physical self-concept and the mediating or moderating role of anxiety in this relationship. A total of 167 students (70.7% boys and 29.3% girls) aged between 11 and 16 participated in this study. Students’ ADHD symptomatology, self-concept in four areas (academic, emotional, social and physical self-concept) and trait anxiety were measured with the State-Trait Anxiety Inventory for Children. The results indicate that trait anxiety mediates the relationship between inattention and emotional, social and physical self-concept but does not moderate this relationship. Trait anxiety does not mediate or moderate the relationship between hyperactivity–impulsivity symptoms and self-concept. When inattention symptomatology increases, academic self-concept decreases directly, but students’ emotional, social and physical self-concept decreases indirectly through trait anxiety.

Autoconcepto y ansiedad: Diferencias entre niños y niñas en una muestra clínica de TDAH

“…La principal contribución de este estudio camina de la mano del interés por el estudio del componente emocional asociado al TDAH. No en vano, gran parte de la comunidad científica reconoce la necesidad de definir las características emocionales asociadas a la hiperactividad-impulsividad y a la inatención (p.e., Bakker y Rubiales, 2012;Cueli et al, 2020;Wernicke, et al, 2019), y entender la autorregulación emocional deficiente como posible criterio diagnóstico del TDAH (Barkley, 2015;Biederman et al, 2002;Faraone et al, 2019).…”

“…(Piers, 1986). En la versión en español, el cuestionario está diseñado para su uso con niños y adolescentes de entre 7 y 18 años (Cueli et al, 2020). Se compone de 72 ítems organizados en distintos componentes del autoconcepto: académico (15 ítems; p.e., "aprendo rápido en la mayoría de las asignaturas"), emocional (22 ítems; p.e., "soy una persona feliz"), social (22 ítems; p.e., "me resulta difícil encontrar amigos"), y físico (13 items; p.e., "soy muy ágil").…”

“…En la actualidad, existe un gran interés en el estudio de cómo los síntomas conductuales del TDAH se relacionan con el autoconcepto (p.e., Cueli, Rodríguez, Cañamero, Nuñez, y González-Castro, 2020), y la comprensión de esta relación en función del sexo. En el TDAH, el autoconcepto se puede ver distorsionado por los sentimientos repetidos de incapacidad frente a situaciones cotidianas, delimitando su desarrollo social, emocional, y su autoestima (Houck, Kendall, Miller, Morrell, y Wiebe, 2011).…”

“…En definitiva, el estudio de la relación entre el TDAH y el perfil emocional asociado tanto al autoconcepto, como a los niveles de ansiedad en hombres y en mujeres ha cobrado un gran interés en los últimos años (p.e., Cueli et al, 2020;Murray et al, 2020). En este sentido, resulta interesante examinar el efecto del autoconcepto sobre los niveles de ansiedad en niños con TDAH (Martin, Peisch, Shoulberg, Kaiser, y Hoza, 2019).…”

COVID-19, DEHB'li çocuk ve ergenlerin ruh sağlığı ve yaşam kalitesini etkiledi mi?

“…It is known that carelessness, mobility, and executive dysfunction in individuals with ADHD are directly linked to individuals' quality of life and daily functionality (17,18). However, mood disorders, such as depression and anxiety, are known to have negative effects on irritability, emotional liability, and core symptoms of ADHD in individuals with ADHD (19,20). Moreover, daily functionality and quality of life have negative effects on the relationship between ADHD and mood symptoms (21).…”