ADHD Tendency Research Articles

Analysis of Adult ADHD Tendency Survey of University judo Players

Analysis of Adult ADHD Tendency Survey of University judo Players

The Impacts of ADHD Tendency on Academic Burnout in Elementary School Students: Multiple Mediating Effects of Parental Support and Depression

The purpose of this study was to investigate the impacts of ADHD tendency on academic burnout in elementary school students, and to verify the multiple medicating effects of parental support and depression on those impacts. From two elementary schools located in capital area, 559 students at grades 4-6 were surveyed about their levels of ADHD tendency, parental support, depression and academic burnout. The survey data were analyzed using structural equation modeling (SEM), and the multiple mediating effect was verified through bootstrap analysis. The results were as follows. First, ADHD tendency had direct and indirect impacts on academic burnout. Second, the multiple mediation analysis indicated that both parental support and depression had mediating effects on the impacts of ADHD tendency on academic burnout. The significance of this study lies in its demonstration that students with ADHD tendencies may exhibit additional academic problems such as academic burnout, and that interventions should go beyond mere academic support to simultaneously address social support like parental support and emotional issues like depression.

Coping styles of college teachers for students with ADHD tendency from the perspective of educational psychology

BackgroundAttention Deficit Hyperactivity Disorder (ADHD) is a common childhood neurodevelopmental disorder, but it can also persist into adulthood. College teachers are faced with challenges in the face of students with ADHD tendency and need appropriate coping strategies to help these students improve their learning effect and adaptability.Research objects and Methods This study selected a certain number of university teachers as research objects, and collected data by means of questionnaire survey. The main content of the questionnaire was the teachers’ views on the cognition degree, teaching strategy and support measures of students with ADHD tendency. SPSS23.0 software was used to record and analyze the data.ResultsThe results show that most college teachers have relatively low cognition of students with ADHD tendency, and there are some confusions in coping with them. At the same time, however, some teachers have adopted positive strategies, such as providing additional tutoring and support, and establishing clear rules and time management methods. These teachers have achieved some success in helping students improve their learning effectiveness and adaptability.ConclusionsFrom the perspective of educational psychology, college teachers should improve their cognition of students with ADHD tendency and adopt appropriate coping strategies to help them. This includes providing additional tutoring and support, setting clear rules and time management methods, and encouraging students to engage in classroom interactions. These measures can help students reduce attention difficulties and hyperactive behaviors, and improve the learning effect and adaptability.

The Effect of ADHD Tendency on Depression and Anxiety in Elementary School Students: Mediating Effects of Friend Support

Purpose: The aim of this study was to examine the influences of elementary school students' ADHD tendency on their emotional problems such as depression and anxiety, and to verify the mediating effects of social relationships, specifically friend support, on these influences.
 Method: This study involved 456 students from two elementary schools in the capital area. The participants were surveyed regarding their ADHD tendency, friend support, depression, and anxiety levels. The data gathered were subsequently analyzed using a Structural Equation Model.
 Results: The results of the study are as follows: first, it was discovered that ADHD tendency in elementary school students directly affect friend support negatively. Second, the ADHD tendency was found to increase their levels of depression and anxiety, either directly or indirectly. Third, the ADHD tendency was shown to augment depression and anxiety via the route of friend support. Specifically, it was found that the paths of ‘ADHD tendency → friend support → depression’, ‘ADHD tendency → depression → anxiety’, ‘ADHD tendency → friend support → depression → anxiety’ were statistically significant.
 Conclusion: The findings of this study can serve as basic data for developing effective emotional intervention programs for students with ADHD tendency, by identifying the specific paths through which these students' ADHD tendency influence their emotional difficulties.

Group Psychological Intervention for Children with Hyperactivity Disorder

ADHD is a broad psychiatric disorder that affects children of normal or near-normal intelligence. It is characterized by inattention, hyperactivity, and age-inappropriate impulsivity, and it is often accompanied by learning difficulties, behavioral, emotional, and interpersonal problems. On the other hand, hyperactive tendencies in children with ADHD exhibit ADHD-like behaviors such as lack of self-control, inattention, hyperactivity, and emotional impulsivity. However, because their symptoms are less severe, they do not meet the diagnostic criteria for ADHD but are ADHD or at risk of developing ADHD. The purpose of this study is to alleviate and reduce children’s hyperactivity symptoms by investigating the current situation of the children studied, and systematically intervening and educating children with ADHD through psychological group intervention. Research data shows that ADHD is most commonly diagnosed in school-age children, and in 70%–80% of children with ADHD, symptoms persist into adolescence and 30% into adulthood. Through the use of group psychological intervention in the experiment, the prevalence rate of children with hyperactivity disorder tendency has been effectively reduced. This shows that group psychological intervention training has a significant effect on improving hyperactivity symptoms in children with ADHD tendency.

대학 태권도선수들의 성인 ADHD 성향 실태조사 분석

이 연구는 대학 태권도선수들을 대상으로 성인 ADHD 성향에 대한 실태를 조사를 위한 목적으로 진행되었다. 성인 ADHD 성향에 대한 실태조사를 위해 전국 15개 대학의 태권도선수들을 대상으로 Conners 성인 ADHD 평정 척도(Conner"s Adult ADHD Rating Scale-Korean: CAARS-K)를 사용하였다. 코로나-19의 영향으로 설문은 온라인을 통해 진행되었으며, 총 회수된 유효표본은 298부로 최종 자료 분석에 사용하였다. 수집된 자료는 SPSS 27.0을 사용하여 빈도분석, 상관관계 분석, 신뢰도 분석, t-test, 일원변량분석을 실시하였으며, 그 결과는 다음과 같다. 첫째, 대학 태권도선수 298명의 ADHD 성향을 분석한 결과 ADHD 성향군 19명(6.4%), ADHD 고경향군 27명(9.1%), ADHD 저경향군 122명(40.9%), ADHD 비성향군 130명(43.6%)으로 나타났다. 둘째, 대학 태권도선수들의 성별에 따른 성인 ADHD 성향의 차이를 분석한 결과 부주의-기억문제 요인과 과잉행동-초조함 요인에서는 남녀 간의 통계적인 유의차가 존재하지 않는 것으로 나타났으나, 충동성-정서적 불안정성 요인은 남녀 간의 통계적으로 유의한 차이가 존재하는 것으로 나타났다. 셋째, 대학태권도선수들의 학년에 따라 성인 ADHD 성향의 차이를 분석한 결과 모든 요인에서 통계적인 유의차는 존재하지 않는 것으로 나타났다. 넷째, 대학 태권도선수들의 지역에 따른 성인 ADHD 성향의 차이를 분석한 결과 모든 요인에서 지역 간의 통계적으로 유의한 차이는 존재하지 않는 것으로 나타났다. 이 연구의 결과가 성인 ADHD에 관한 연구가 지속해서 이루어져야 할 필요성을 제시한 기초자료로 활용되기를 바라며, 나아가 ADHD 운동선수 본인 스스로가 인지하고 관리하는 방법을 제시할 수 있는 후속 연구들이 진행되기를 기대한다. The purpose of this study was to investigate the actual condition of adult ADHD tendency of college students who are active as college Taekwondo players and to evaluate the adult ADHD tendency of college Taekwondo players. To investigate adult ADHD propensity, Conners" Adult ADHD Rating Scale-Korean: CAARS-K was used for taekwondo players from 15 universities. Due to the impact of COVID-19, an online survey was conducted, and a total of 298 valid samples recovered were used for final data analysis. The collected data were subjected to frequency analysis, correlation analysis, reliability analysis, t-test, and one-way ANOVA using SPSS 26.0, and the results are as follows. First, as a result of analyzing the ADHD propensity for 298 university Taekwondo athletes, the T score of 19 people (6.4%) with ADHD for attention deficit-memory disorder, hyperactivity-irritability, and impulse-emotional instability factors were 65 in total. was the point. There were more than 27 patients (9.1%) in the high tendency group, 122 patients (40.9%) in the low tendency group, and 130 patients (43.6%) in the non-ADHD group. Second, as a result of analyzing the difference in adult ADHD propensity according to the gender of college taekwondo players, there was no statistically significant difference in attention deficit-memory problem factors and hyperactivity-irritability factors between men and women, but impulsivity-emotional instability factors. showed that there was a statistically significant difference between males and females. Third, as a result of analyzing the difference in adult ADHD propensity according to the grades of university taekwondo players, it was found that there was no statistically significant difference in all factors. Fourth, as a result of analyzing the difference in adult ADHD propensity according to regions of college taekwondo players, it was found that there was no statistically significant difference between regions in all factors.

대학생의 ADHD성향과 컴퓨터 활용효능감이 강의만족도와 대학만족도에 미치는 영향 - 학습행동의 매개효과 -

The purpose of this study was to explore the effects of university freshmen's ADHD tendency and computer self-efficacy on their lecture and university satisfaction and to analyze whether or not the mediating effects of their learning behaviors existed on those effects. In 2021, 382 freshmen from a private university in D metropolitan city participated in a survey. Data were collected on students' ADHD tendency, computer self-efficacy, learning behavior, lecture satisfaction, and university satisfaction. The collected data were analyzed through a Structural Equation Model(SEM). The main findings are as follows. First, it was found that the ADHD tendency of freshmen in university had indirect effects on their lecture satisfaction and university satisfaction through learning behavior and computer self-efficacy. Second, it was found that computer self-efficacy not only directly increased lecture satisfaction and university satisfaction but also indirectly increased through learning behavior. The results of this study indicate that it is necessary to support the psychological characteristics such as ADHD tendency and digital literacy ability such as computer self-efficacy of university freshmen to improve their university adaptation in "with Corona" when online classes become routine in universities.

The Effect of Academic Burnout of Elementary School Students on the Smartphone Game Addiction CRISIS: Mediating Effects of Anxiety and ADHD Tendency

Purpose: The purpose of this study was to examine and understand the effect of academic burnout of elementary school students on the smartphone game addiction and investigate as to what mediating effects of anxiety and ADHD tendency have in this process. Method: A survey was conducted targeting 654 elementary school students from two elementary schools in the capital area, and the levels of academic burnout, anxiety, ADHD tendency, and smartphone game addiction were surveyed. The collected data were analyzed based on the structural equation modeling (SEM). Results: The results were as follows. First, the academic burnout turned out to directly or indirectly increase the smartphone game addiction. Second, anxiety turned out to indirectly increase the smartphone game addiction, while the ADHD tendency directly increased the smartphone game addiction. Third, three pathways of academic burnout on the smartphone game addiction were verified, where the direct pathway of academic burnout → smartphone game addiction and the two indirect pathways of ‘academic burnout → ADHD tendency, → smartphone game addiction’ and ‘academic burnout → anxiety → ADHD tendency → smartphone game addiction’ turned out to be significant. Conclusion: The results of this study indicate that in order to prevent the smartphone game addiction of the elementary school students, the intervention for academic and emotional problems such as academic burnout, anxiety, and ADHD tendency ought to be conducted together.

대학 태권도전공 학생들의 성인 ADHD 성향 실태조사와 심리적 부적응 및 극복방안 탐색

이 연구의 목적은 태권도를 전공하는 대학생들을 대상으로 성인 ADHD 성향을 파악하고, 성인 ADHD 성향을 가진 대학 학생들을 대상으로 심리적 부적응과 극복방안을 탐색하고자 하였다. 연구의 목적을 달성하기 위해 D광역시 소재 K대학에서 태권도를 전공하는 200명의 학생을 대상으로 설문을 실시하였다. 설문은 Google 설문 프로그램을 활용하였으며, 태권도전공 학생들의 성인 ADHD 성향을 조사하기 Conners 성인 ADHD 평정척도(CAARS) 단축형 척도, 심리적 어려움과 극복방안을 탐색하기 위한 개방형 설문으로 진행하였다. 설문을 통해 수집된 자료는 빈도분석, 상관분석, 신뢰도 분석, t-검증(t-test), 일원변량분석(One-way ANOVA)과 귀납적 내용분석을 실시하였으며, 도출된 결과는 다음과 같다. 첫째, 태권도전공 대학생들의 성인 ADHD 성향 평정 현황을 분석한 결과 부주의/기억문제, 과잉행동/초조함, 충동성/정서적 불안정성 요인 총합의 T점수가 65점 이상의 ADHD 성향군 학생이 200명 중 14명, 전체의 7.0%의 비율로 나타났다. 둘째, 태권도전공 학생들의 Conners 성인 ADHD 평정 척도 하위요인을 분석한 결과 부주의/기억문제, 과잉행동/초조함, 충동성/정서적 불안정성 모든 요인에서 다소 높은 상관관계가 있는 것으로 나타났다. 또한 성별과 학년별 차이를 검증한 결과 성별에는 통계적으로 유의미한 차이를 보이지 않았다. 반면에 학년 간에는 부주의/기억문제를 제외한 모든 요인에서 통계적으로 유의미한 차이가 나타났다. 셋째, 성인 ADHD 성향 태권도전공 학생들의 심리적 부적응은 24개의 세부영역으로 구조화 되었고, 24개의 세부영역은 심리적 어려움(111), 대인관계 어려움(73), 일상생활 어려움(69), 대학생활의 어려움(62), 진로 및 취업의 어려움(57), 경제적 문제(45), 신체적 어려움(33), 기타(27) 8개의 일반영역으로 구분되었다. 그리고 일반영역은 통제가능영역(315), 통제 불가능영역(135) 2개의 대영역으로 구분되었다. 성인 ADHD 성향 태권도전공 학생들의 심리적 부적응에 대한 극복방안은 20개의 세부영역으로 구조화 되었고, 20개의 세부영역은 직접행동 기법(116), 정적행동 기법(111), 심리적 기법(128), 중재전략 기법(86), 기타(31) 5개의 일반영역으로 구분되었다. 그리고 일반영역은 행동적 극복(227), 인지적 극복(214) 2개의 대영역으로 구분되었다. 이 연구의 결과를 바탕으로 성인 ADHD 성향의 증상으로 심리적인 어려움을 겪고 있는 태권도전공 학생들뿐만 아닌 대학생과 성인들에게 도움이 될 기초자료로 활용되기를 기대한다.

The Influence of Yong Adult ADHD Tendency on Smartphone Addiction: The Mediating Effects of Difficulties in Emotional Regulation and Perceived Social Support

The Influence of Yong Adult ADHD Tendency on Smartphone Addiction: The Mediating Effects of Difficulties in Emotional Regulation and Perceived Social Support

The Effects of ADHD Tendency on Depression among College Students: Mediation Effect of Interpersonal Problem

The Effects of ADHD Tendency on Depression among College Students: Mediation Effect of Interpersonal Problem

The Effect of Convergence Vision Therapy on Symptoms and Visual Perception in Children with ADHD tendency

The purpose of this study is to determine whether vision therapy improves symptom and visual perceptual skills in children with attention deficit hyperactivity disorder tendency who have visual problems. The subjects of this study were 10 children. Before and after vision therapy, the visual function test, developmental test of visual-motor integration, test of visual perceptual skills, and ADHD rating scale test were performed. Vision therapy was conducted twice a week for a period of 6 months to 1 year. After vision therapy, all subjects achieved normal ranges of visual function, sensory fusion, stereoacuity, vergence function, and convergence. The visual function and visual perceptual skill were improved and the score for ADHD symptoms was reduced. Therefore, it seems that vision therapy can be used to improve the symptoms and visual perception of children with ADHD.

놀이중심 음악활동이 ADHD 성향 유아의 주의집중에 미치는 효과*

The purpose of this study was to investigate the effect of Play-based Music Activities on the attention of a young child with ADHD tendency. For this purpose, one young child with ADHD tendency who attended at a public kindergarten in elementary school was selected based on the Conners Teacher Rating Scale and the Abbreviated Symptom Questionnaire. In this study, ABAB reversal single subject design was used to test the effect of the intervention, and maintenance was conducted after one week after the intervention, and also intervention validity and social validity was measured. The results of this study were derived as follows. First, play-based music activities increased attentional behaviors and decreased distractions in young child with ADHD tendency. In addition, attentional and distractive behaviors were maintained even after the termination of play-based music activities. This study is meaningful in that it emphasizes the importance of not only the music activity itself but also the play-based activity method by using play-based music activity considering the characteristics of childhood development and interest as an intervention.

Relationship between Attentional Dysfunctions While Moving and Spatial Attention Task in ADHD Tendency

Relationship between Attentional Dysfunctions While Moving and Spatial Attention Task in ADHD Tendency

자기점검 인지기능 훈련 프로그램이 ADHD성향 아동의 주의집중능력 및 과잉행동에 미치는 영향

자기점검 인지기능 훈련 프로그램이 ADHD성향 아동의 주의집중능력 및 과잉행동에 미치는 영향

활동중심 집단미술치료가 ADHD 성향 아동의 주의집중력 및 자기조절에 미치는 효과

활동중심 집단미술치료가 ADHD 성향 아동의 주의집중력 및 자기조절에 미치는 효과

Effects of maternal depression on child self-regulation and bipolarity: Differences in the presence or absence of child ADHD tendency

Effects of maternal depression on child self-regulation and bipolarity: Differences in the presence or absence of child ADHD tendency

실행기능 훈련 프로그램이 ADHD 성향 유아의 주의집중능력 및 과잉행동에 미치는 영향

본 연구는 실행기능 훈련 프로그램이 ADHD 성향이 있는 유아들의 주의집중능력 및 과잉행동에 미치는 영향을 알아보고자 실시한 실험연구로써 본 연구의 대상은 단축형 Conners 교사평정척도를 실시한 결과 총점 18점 이상인 만 5세 유아 12명을 대상으로 실험집단 6명, 통제집단 6명씩 각각 배정하였으며, 실험집단에는 실행기능훈련 프로그램을 실시하고, 통제집단에는 실행기능 훈련 프로그램을 실시하지 않았다. 실행기능 훈련 프로그램이 종속변인 주의집중능력과 과잉행동에 미치는 영향을 알아보고자 각 대상 집단에 ATA 주의집중능력검사와 한국판 IOWA 코너스 평정 척도를 사용하여 중재 실시 이후 집단 간의 차이를 분석한 결과 실행기능 훈련 프로그램을 실시한 실험집단과 프로그램을 실시하지 않은 통제집단 간에 통계적으로 유의한 차이가 있는 것으로 나타났다. 이러한 결과로 볼 때 실행기능 훈련 프로그램이 ADHD 성향이 있는 유아들의 주의집중력능력 향상과 과잉행동 감소에 효과가 있는 것으로 나타났다.

고등학생의 ADHD 성향이 또래관계에 미치는 영향 : 불안과 우울의 매개효과를 중심으로

본 연구에서는 고등학생의 ADHD 성향과 또래관계 간의 관계를 살펴보고, 그 관계에서 불안과 우울의 매개효과를 검증하고자 하였다. 서울, 경기, 대전에 소재한 6개의 고등학교 1, 2학년 학생들이 연구에 참여하였으며, 총 362명의 자료를 분석에 활용하였다. 분석 결과, 고등학생의 ADHD 성향과 불안, 우울은 정적 상관, ADHD 성향, 불안, 우울과 또래관계는 부적 상관이 있는 것으로 나타났다. 또한 고등학생의 ADHD 성향과 또래관계에서 인구통계학적 변인들을 통제한 후 불안과 우울을 동시에 매개변인으로 설정하여 매개효과를 살펴본 결과 ADHD 성향이 또래관계에 미치는 영향은 불안을 통해서만 완전매개되는 것으로 나타났다. 이는 ADHD 성향이 불안을 유발하여 또래관계에 역기능적인 영향을 미친다는 것을 보여준다. 본 연구를 통하여 ADHD 성향 고등학생들의 또래관계 문제에 있어 불안이 중요한 요인임을 확인할 수 있었다. 따라서, ADHD 성향이 높은 고등학생들의 또래관계 문제에 개입을 하는 경우 이들의 불안을 우선적으로 다루어주는 것이 필요하다고 할 수 있겠다.

행동적 자문을 통한 긍정적 행동지원이 ADHD성향 아동의 문제행동 및 대체행동에 미치는 영향

행동적 자문을 통한 긍정적 행동지원이 ADHD성향 아동의 문제행동 및 대체행동에 미치는 영향