The Role of Attention-Deficit Hyperactivity Disorder in the Self-Perceptions of Children with Emotional and Behavioural Difficulties
Keywords:
Attention-deficit hyperactivity disorder, self-concept, positive illusory biasAbstract
ABSTRACT. The present study compared the teacher ratings and self-perceptions of two groups of children with emotional and/or behavioural difficulties: a) Those with attention-deficit hyperactivity disorder (ADHD) and b) those with average or below average levels of hyperactivity and attention. Results showed that the ADHD group was rated more poorly by teachers in academic, social, and behavioural domains. This group also inflated their competency ratings in these domains relative to teacher report more than the comparison group. L’influence du trouble du déficit d’attention avec hyperactivité dans les perceptions de soi chez les enfants ayant des difficultés affectives et comportementales RÉSUMÉ. La présente étude compare les différences entre la manière dont les enseignants perçoivent deux groupes d’enfants ayant des difficultés affectives et (ou) comportementales et celle dont les enfants se perçoivent eux-mêmes : a) Un groupe souffrant du trouble d’hyperactivité avec déficit de l’attention (TDAH) et b) Un groupe ayant des niveaux d’hyperactivité et d’attention moyens ou inférieurs à la moyenne. Les résultats ont mis en évidence que le groupe était moins bien noté par les enseignements dans les domaines scolaire, social et comportemental. En comparaison des enseignants, ce groupe a davantage surestimé ses compétences dans ces domaines que le groupe témoin.Downloads
Published
2008-05-26
How to Cite
Whitley, J. L., Heath, N. L., & Finn, C. A. (2008). The Role of Attention-Deficit Hyperactivity Disorder in the Self-Perceptions of Children with Emotional and Behavioural Difficulties. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 43(1). Retrieved from https://mje.mcgill.ca/article/view/1050
Issue
Section
Articles
License
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca