Outline

  • Abstract
  • Resumen
  • Keywords
  • Palabras Clave
  • Hypothesis
  • Method
  • Participants
  • Inclusion Criteria
  • Instruments
  • Procedure
  • Design and Data Analysis
  • Results
  • Attention Measures
  • Anxiety Measures
  • Limitations
  • Acknowledgements
  • References

رئوس مطالب

  • چکیده
  • کلیدواژه ها
  • مقدمه
  • فرضیه
  • روش کار
  • شرکت کنندگان
  • معیارهای ورود به مطالعه
  • ابزار
  • روش کار
  • طراحی و آنالیز داده ها
  • نتایج
  • اندازه گیری توجه
  • اندازه گیری اضطراب
  • محدودیت ها

Abstract

One of the disorders that most affects school performance is Attention Deficit Hyperactivity Disorder (ADHD). The criteria established by DSM distinguish three subtypes: inattentive, hyperactive-impulsive and combined. However, the expression of this disorder can be altered by its association with other disorders such as anxiety. The main goals of this study were to determine whether different patterns of attention (selective and concentration) and anxiety (state and trait anxiety) emerge from ADHD subtypes, and analyze how anxiety predicts the performance of students with ADHD in a selective attention task. The sample was made up of 220 children (6-12 years) divided into four groups: control group (n = 56), inattentive subtype (n = 54), hyperactive-impulsive subtype (n = 53), and combined subtype (n = 57). The results indicated that the groups differed significantly in the attention variables, and in state and trait anxiety. Multiple group comparisons revealed that the combined subtype exhibited higher trait anxiety, whereas the inattentive subtype showed more state anxiety. Additionally, trait anxiety predicted the students’ performance in the concentration variable of the attention task. These results suggest a novel path of significant interest concerning objective and reliable diagnostic assessment of ADHD.

Keywords: - - - -

Conclusions

Studied variables follow a normal distribution. Relevant statistical criteria described by Finney and Di Stefano (2006) were used, in which ‘2’ and ‘7’ are the maximum allowable values for skewness and kurtosis (Table 2). This table also shows the existence of significant and positive correlations between anxiety and attention variables themselves, as these associations were higher for the later variables. Although they were non-significant, correlations also suggested the possible presence of a negative relationship between anxiety (trait, and state) and attention (selective attention, and concentration).

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