The Effect of Academic Self-Concept on ADHD and Antisocial Behaviors in Early Adolescence

Pisecco, Stewart; Wristers, Kimberly; Swank, Paul R.; Silva, Phil A.; Baker, David B.

doi:10.1177/002221940103400506

Cited by 37 publications

(31 citation statements)

References 40 publications

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“…More recently, Snowling et al (2007) in their adolescent follow-up study of children at risk of dyslexia found that the 'at risk impaired' group had lower opinions of their scholastic competence than the 'at-risk non-impaired' or control group. Bearing in mind the limitations of this sample, it is encouraging that Global self-esteem was within the normal range, however it is concerning that perceptions of scholastic competence were low given its demonstrated association with anti-social behaviour (Pisecco et al, 2001). Hence, the low levels of perceived scholastic competence evident in this study are cause for concern.…”

Section: Self-esteemmentioning

confidence: 65%

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Dyslexia and psycho‐social functioning: an exploratory study of the role of self‐esteem and understanding

2009

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Individuals with dyslexia may have lower self-esteem and exhibit more emotional and behavioural difficulties than those without reading problems. However, the nature of any relationship between self-esteem and psychopathology remains unknown. This exploratory study assessed levels of self-esteem using the Self-Perception Profile for Children (Manual for the Self-Perception Profile for Children. University of Denver, CO: Denver; 1985) and psycho-social adjustment using the Strengths and Difficulties Questionnaire (J. Child Psychol. Psychiatry, 1997; 38: 581-586) and examined child and parent understanding, attitudes and the perceived impact of reading difficulties on daily life. Sixty-eight children assessed as dyslexic on the basis of discrepancy scores (mean age 11.2 years; 44 male), and their parents, participated. No global self-esteem deficit was found, but the mean score for both child and parent-rated scholastic competence was significantly lower than that of the general population. Rates of social, emotional and behavioural difficulties were significantly higher than in the general population and were correlated with self-esteem. For children who had high global self-worth, both children and their parents had more positive attitudes towards their reading difficulties and were less likely to perceive a negative impact on relationships. The association between academic self-esteem and emotional symptoms is consistent with the proposed link between dyslexia and internalizing difficulties. Good self-esteem and a good understanding of dyslexia may help children avoid some of these difficulties. Further research with larger more representative samples is necessary as understanding the factors that promote successful psycho-social adjustment is essential to the development of effective prevention and intervention strategies.

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Section: Self-esteemmentioning

confidence: 65%

“…anti-social behaviour rather than the symptoms of ADHD (Pisecco, Wristers, Swank, Silva, & Baker, 2001). Scholastic competence was an important protective factor for peer-rejected children with ADHD, with self-perceived scholastic competence being a better predictor of resilience than actual academic achievement (Mikami & Hinshaw, 2006).…”

Section: Introductionmentioning

confidence: 93%

Dyslexia and psycho‐social functioning: an exploratory study of the role of self‐esteem and understanding

2009

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“…Research indicates that specific perceptions of scholastic competence (as opposed to global self-esteem) predict lower levels of antisocial behavior (Leung & Lau, 1989). Self-perceived scholastic competence may be a particularly effective buffer for children with ADHD, who experience major academic difficulties (Hinshaw, 1992), particularly because academic problems predict adolescent antisocial behavior (Pisecco, Wristers, Swank, Silva, & Baker, 2001). Importantly, self-perceived scholastic competence must be distinguished from academic achievement per se.…”

Section: Nih Public Accessmentioning

confidence: 99%

Resilient Adolescent Adjustment Among Girls: Buffers of Childhood Peer Rejection and Attention-Deficit/Hyperactivity Disorder

Mikami

Hinshaw

2006

J Abnorm Child Psychol

133

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Examined a risk-resilience model of peer rejection and attention-deficit/hyperactivity disorder (ADHD) in a 5-year longitudinal study of 209 ethnically and socioeconomically diverse girls aged 6-13 at baseline and 11-18 at follow-up. Risk factors were childhood ADHD diagnosis and peer rejection; hypothesized protective factors were childhood measures of self-perceived scholastic competence, engagement in goal-directed play when alone, and popularity with adults. Adolescent criterion measures were multi-informant composites of externalizing and internalizing behavior plus indicators of academic achievement, eating pathology, and substance use. ADHD and peer rejection predicted risk for all criterion measures except for substance use, which was predicted by ADHD only. ADHD and peer rejection predicted lower adolescent academic achievement controlling for childhood achievement, but they did not predict adolescent externalizing and internalizing behavior after controlling for baseline levels of these constructs. Regarding buffers, self-perceived scholastic competence in childhood (with control of academic achievement) predicted resilient adolescent functioning. Contrary to hypothesis, goal-directed play in childhood was associated with poor adolescent outcomes. Buffers were not found to have differential effectiveness among girls with ADHD relative to comparison girls. Resilient Adolescent Adjustment among Girls: Buffers of Childhood Peer Rejection and Attention-Deficit/Hyperactivity DisorderConsiderable evidence suggests that the risk factors of childhood peer rejection and attentiondeficit/hyperactivity disorder (ADHD)-alone or together-predict a wide range of future adjustment problems (Barkley, 2002;Parker & Asher, 1987). Crucially, some children avoid these negative outcomes, yet there is a gap in knowledge in regards to these resilient children. Our purpose was to investigate buffers of childhood peer rejection and ADHD with respect to adolescent functioning, through a prospective longitudinal study of girls. Research has historically neglected girls with ADHD (Hinshaw & Blachman, 2005), so there is a particular need for understanding risk and protective factors in this population.Children with ADHD are severely impaired in peer relationships (Whalen & Henker, 1992). Over half of children with ADHD are peer-rejected relative to 15% of comparison children Address correspondence to Amori Yee Mikami, Department of Psychology -University of Virginia, 102 Gilmer Hall, P.O. Box 400400, Charlottesville, VA 22904-4400; mikami@virginia.edu. This article was based on a dissertation completed by the first author at the University of California, Berkeley. NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author Manuscript . The overrepresentation of boys with ADHD in the research literature -far stronger than the community boy:girl ratio of 3:1 (American Psychiatric Association, 2000)-may mask findings that girls with ADHD may be even more peer-rejected than their male counterparts (Arnold, 1996;Carlson, Ta...

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“…These performance goals are especially problematic when children are placed in difficult academic situations. Under these conditions, children focus on avoiding incompetence (social failure), rather than getting competence, and in response to perceived threat, they are more likely to respond with negative affectivity (e.g., anxiety, depression, feelings of shame) or expressions of contempt/defiance (for review see Pisecco, Wristers, Swank, Silva, & Baker, 2001).…”

mentioning

confidence: 99%

Contributors to the social goals and outcomes of students with ADHD with and without LD

Zentall

2005

International Journal of Educational Research

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The Effect of Academic Self-Concept on ADHD and Antisocial Behaviors in Early Adolescence

Cited by 37 publications

References 40 publications

Dyslexia and psycho‐social functioning: an exploratory study of the role of self‐esteem and understanding

Dyslexia and psycho‐social functioning: an exploratory study of the role of self‐esteem and understanding

Resilient Adolescent Adjustment Among Girls: Buffers of Childhood Peer Rejection and Attention-Deficit/Hyperactivity Disorder

Contributors to the social goals and outcomes of students with ADHD with and without LD

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