Abstract
Attention-deficit/hyperactivity disorder (ADHD) has been associated with low levels of self-concept (academic, emotional, social or physical), although this association can differ in the function of the inattention or hyperactivity–impulsivity symptomatology. Furthermore, the relation between ADHD and self-concept can be mediated or moderated by the levels of anxiety. This work is aimed to examine the differential effect of inattention symptomatology and hyperactivity–impulsivity symptomatology on academic, emotional, social and physical self-concept and the mediating or moderating role of anxiety in this relationship. A total of 167 students (70.7% boys and 29.3% girls) aged between 11 and 16 participated in this study. Students’ ADHD symptomatology, self-concept in four areas (academic, emotional, social and physical self-concept) and trait anxiety were measured with the State-Trait Anxiety Inventory for Children. The results indicate that trait anxiety mediates the relationship between inattention and emotional, social and physical self-concept but does not moderate this relationship. Trait anxiety does not mediate or moderate the relationship between hyperactivity–impulsivity symptoms and self-concept. When inattention symptomatology increases, academic self-concept decreases directly, but students’ emotional, social and physical self-concept decreases indirectly through trait anxiety.
Highlights
Attention-deficit/hyperactivity disorder (ADHD) is a persistent pattern of inattentive, restless and impulsive behavior that is more frequent and severe than that typically observed in subjects at a similar stage of development [1]
Based on the results of previous research, this study aims to analyze the relationship between self-concept and the inattentive and hyperactivity–impulsivity symptomatology of ADHD, considering the role of anxiety
This study examines the effect of inattention symptomatology and hyperactivity–impulsivity symptomatology on academic, emotional, social and physical self-concept and the role of anxiety as a mediator or moderator of this relationship
Summary
Attention-deficit/hyperactivity disorder (ADHD) is a persistent pattern of inattentive, restless and impulsive behavior that is more frequent and severe than that typically observed in subjects at a similar stage of development [1]. The classification of the Diagnostic Statistical Manual (DSM) in its fifth edition [1] includes ADHD as a neurodevelopmental disorder and differentiates between three types of presentations (predominantly hyperactive/impulsive, predominantly inattentive and a combined presentation). The prevalence of this disorder is estimated to be 5.9–7.1% in childhood and adolescence and 5% in adults [2]. ADHD is commonly comorbid with externalizing and internalizing disorders, such as learning difficulties, depression, oppositional defiant disorder, behavior disorders, anxiety and mood disorders [4,5,6].
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