Childhood School Performance in Adults Diagnosed with Attention-Deficit/Hyperactivity Disorder

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11110%2F23%3A10452464" target="_blank" >RIV/00216208:11110/23:10452464 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/71226401:_____/23:N0100751 RIV/00064165:_____/23:10452464

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=a7SQ1jTl34" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=a7SQ1jTl34</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/10870547221140601" target="_blank" >10.1177/10870547221140601</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Childhood School Performance in Adults Diagnosed with Attention-Deficit/Hyperactivity Disorder

Popis výsledku v původním jazyce

Objective: Children with ADHD often tend to underperform in school. This partial study aimed to find out if the school experience of adults with higher ADHD symptomatology differs from those with lower and no ADHD symptomatology. Method: Based on the results of ASRS questionnaires, the respondents were divided into three groups (low, medium, and high) according to the manifested ADHD symptomatology. We explored their school experiences by looking at their grades for behavior at school, notes regarding their attendance, school expulsion, and other school experiences. Results: Children with higher ADHD symptomatology were significantly more likely to be expelled, receive notes for bad behavior, disturbing or forgetting as well as receive reprimands from teachers. Conclusion: Our results show that children with increased ADHD symptomatology experience more difficulties with school behavior, they are frequently reprimanded, and they do receive more negative feedback regarding their attendance and tardiness from teachers.

Název v anglickém jazyce

Childhood School Performance in Adults Diagnosed with Attention-Deficit/Hyperactivity Disorder

Popis výsledku anglicky

Objective: Children with ADHD often tend to underperform in school. This partial study aimed to find out if the school experience of adults with higher ADHD symptomatology differs from those with lower and no ADHD symptomatology. Method: Based on the results of ASRS questionnaires, the respondents were divided into three groups (low, medium, and high) according to the manifested ADHD symptomatology. We explored their school experiences by looking at their grades for behavior at school, notes regarding their attendance, school expulsion, and other school experiences. Results: Children with higher ADHD symptomatology were significantly more likely to be expelled, receive notes for bad behavior, disturbing or forgetting as well as receive reprimands from teachers. Conclusion: Our results show that children with increased ADHD symptomatology experience more difficulties with school behavior, they are frequently reprimanded, and they do receive more negative feedback regarding their attendance and tardiness from teachers.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

30300 - Health sciences

Projekt

<a href="/cs/project/GA18-11247S" target="_blank" >GA18-11247S: ADHD symptomatologie a vnímání času</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Attention Disorders

ISSN

1087-0547

e-ISSN

1557-1246

Svazek periodika

27

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

6

Strana od-do

307-312

Kód UT WoS článku

000895474400001

EID výsledku v databázi Scopus

2-s2.0-85144413310