Social Network Analysis Reveals the Negative Effects of Attention-Deficit/Hyperactivity Disorder (ADHD) Symptoms on Friend-Based Student Networks

Abstract

IntroductionSocial network analysis has emerged as a promising tool in modern social psychology. This method can be used to examine friend-based social relationships in terms of network theory, with nodes representing individual students and ties representing relationships between students (e.g., friendships and kinships). Using social network analysis, we investigated whether greater severity of ADHD symptoms is correlated with weaker peer relationships among elementary school students.MethodsA total of 562 sixth-graders from two elementary schools (300 males) provided the names of their best friends (maximum 10 names). Their teachers rated each student’s ADHD symptoms using an ADHD rating scale.ResultsThe results showed that 10.2% of the students were at high risk for ADHD. Significant group differences were observed between the high-risk students and other students in two of the three network parameters (degree, centrality and closeness) used to assess friendship quality, with the high-risk group showing significantly lower values of degree and closeness compared to the other students. Moreover, negative correlations were found between the ADHD rating and two social network analysis parameters.ConclusionOur findings suggest that the severity of ADHD symptoms is strongly correlated with the quality of social and interpersonal relationships in students with ADHD symptoms.

Development and Complex Dynamics at School Environment

“…Moreover, our findings agree with previous investigations which also observed that social relationships were improved by cooperative play in children [53,54] and that participation in a mindfulness-based prosocial training curriculum was able to promote self-regulation and prosocial behavior in young children [3,6]. While recent studies have evaluated the peer relationships of children using social network analysis (e.g., [63][64][65][66]), to the best of our knowledge, few studies have been carried out to evaluate changes in social dynamics after applying an intervention. Interestingly, the activities carried out in the present investigation seem to have helped decrease self-centeredness in children, enabling them to connect with others and develop empathic concern, thus promoting higher richness of social diversity.…”

Minnesota Multiphasic Personality Inventory‐Adolescent‐Restructured Form (MMPI‐A‐RF) characteristics of ADHD in a Korean psychiatric sample

“…Congruent with research indicating that adolescents with ADHD struggle with social relationships, the ADHD group endorsed family problems, poor assertiveness, feelings of alienation, social avoidance, and interpersonal distrust in contrast to the MMPI‐A‐RF norms. Consistent with our prediction that the two clinical groups would differ in interpersonal difficulties according to diagnostic characteristics, the non‐ADHD clinical group reported more internalizing complaints such as social avoidance, while the ADHD group acknowledged associating with negative peers and mistrust in relationships (as measured by the RC3 scale), findings consistent with the observations of Kim et al (2015), who noted that in contrast to peers, Korean children with ADHD experienced social isolation and fewer supportive relationships. Interestingly, despite significant zero‐order correlations between RC3 and ADHD diagnosis, RRR values were nonsignificant at each cutoff level, likely reflecting the reduced statistical power associated with dichotomizing RC3 scores.…”

“…Interpersonal relationships are emphasized in Asian countries, as building appropriate peer relationships is considered a crucial protective factor against victimization, depression, suicidality, and academic problems (Chou et al, 2016; Liu et al, 2017). Kim et al (2015) observed that Korean adolescents who met the criteria for ADHD reported lower quality of social interactions, fewer friends, and feelings of alienation when compared with their peers.…”

Functional network connectivity changes in children with attention‐deficit hyperactivity disorder: A resting‐state fMRI study

“…Thus, DC methods lead to greater information resonance in the brain, making network connectivity more convenient. Moreover, increases in DC indicate lower metabolism, and can increase the speed of obtaining brain region connectivity (Kim et al, 2015; Park and Park, 2016). The brain regions commonly used as central areas include the posterior cingulate cortex, lateral temporal lobe, lateral parietal lobe, medial and lateral prefrontal cortex (Buckner et al, 2009a,b).…”