Considering Positive Psychology Constructs of Life Satisfaction and School Connectedness When Assessing Symptoms Related to Attention-Deficit/Hyperactivity Disorder
Children and adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrate significant difficulty with academic and behavioral functioning. This, in turn, can lead to lower educational attainment and vocational achievement, which has serious long-term consequences and costs...
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| Format: | Article |
| Language: | English |
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Mississippi State University
2013-06-01
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| Series: | Journal of Human Sciences and Extension |
| Subjects: | |
| Online Access: | https://scholarsjunction.msstate.edu/jhse/vol1/iss1/5/ |
| _version_ | 1828190869799305216 |
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| author | Emily B. Mancil Jason M. Bird Mike Lyons Kathryn Van Eck Bradley H. Smith |
| author_facet | Emily B. Mancil Jason M. Bird Mike Lyons Kathryn Van Eck Bradley H. Smith |
| author_sort | Emily B. Mancil |
| collection | DOAJ |
| description | Children and adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrate significant difficulty with academic and behavioral functioning. This, in turn, can lead to lower educational attainment and vocational achievement, which has serious long-term consequences and costs to individuals and society (Barkley, 2002, 2006; Mannuzza, Klein, Bessler, Malloy, & LaPadula, 1993). Researchers from a positive psychology framework suggest that ADHD symptoms (i.e., inattention, hyperactivity/impulsivity) alone may not fully explain academic impairment (Diener, Scollon, & Lucas, 2004). From the standpoint of positive psychology, life satisfaction and school connectedness are important constructs that examine positive life functioning; however, they have been understudied, particularly in the area of ADHD. The current study investigated the relationship between ADHD symptoms and these positive psychological constructs. Results indicate that as ADHD symptoms increase, life satisfaction decreases; however, no relationship between ADHD symptoms and school connectedness was found. Beyond our primary analysis, we examined the relationship between gender and these variables. Results suggest that gender significantly moderates the relationship between ADHD and life satisfaction, with life satisfaction ratings decreasing for males as ADHD symptoms increase, yet remaining stable for females. ADHD symptoms did not significantly predict changes in school connectedness. |
| first_indexed | 2024-04-12T08:28:34Z |
| format | Article |
| id | doaj.art-5119c31a71704d90aac7b9125461937a |
| institution | Directory Open Access Journal |
| issn | 2325-5226 |
| language | English |
| last_indexed | 2024-04-12T08:28:34Z |
| publishDate | 2013-06-01 |
| publisher | Mississippi State University |
| record_format | Article |
| series | Journal of Human Sciences and Extension |
| spelling | doaj.art-5119c31a71704d90aac7b9125461937a2022-12-22T03:40:17ZengMississippi State UniversityJournal of Human Sciences and Extension2325-52262013-06-01116377https://doi.org/10.54718/QBSA4106Considering Positive Psychology Constructs of Life Satisfaction and School Connectedness When Assessing Symptoms Related to Attention-Deficit/Hyperactivity DisorderEmily B. Mancil0Jason M. Bird1Mike Lyons2Kathryn Van Eck3Bradley H. Smith4University of South CarolinaUniversity of South CarolinaUniversity of South CarolinaUniversity of South CarolinaUniversity of South CarolinaChildren and adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrate significant difficulty with academic and behavioral functioning. This, in turn, can lead to lower educational attainment and vocational achievement, which has serious long-term consequences and costs to individuals and society (Barkley, 2002, 2006; Mannuzza, Klein, Bessler, Malloy, & LaPadula, 1993). Researchers from a positive psychology framework suggest that ADHD symptoms (i.e., inattention, hyperactivity/impulsivity) alone may not fully explain academic impairment (Diener, Scollon, & Lucas, 2004). From the standpoint of positive psychology, life satisfaction and school connectedness are important constructs that examine positive life functioning; however, they have been understudied, particularly in the area of ADHD. The current study investigated the relationship between ADHD symptoms and these positive psychological constructs. Results indicate that as ADHD symptoms increase, life satisfaction decreases; however, no relationship between ADHD symptoms and school connectedness was found. Beyond our primary analysis, we examined the relationship between gender and these variables. Results suggest that gender significantly moderates the relationship between ADHD and life satisfaction, with life satisfaction ratings decreasing for males as ADHD symptoms increase, yet remaining stable for females. ADHD symptoms did not significantly predict changes in school connectedness.https://scholarsjunction.msstate.edu/jhse/vol1/iss1/5/adhdlife satisfactionschool connectednessassessmentinterventionquality of life |
| spellingShingle | Emily B. Mancil Jason M. Bird Mike Lyons Kathryn Van Eck Bradley H. Smith Considering Positive Psychology Constructs of Life Satisfaction and School Connectedness When Assessing Symptoms Related to Attention-Deficit/Hyperactivity Disorder Journal of Human Sciences and Extension adhd life satisfaction school connectedness assessment intervention quality of life |
| title | Considering Positive Psychology Constructs of Life Satisfaction and School Connectedness When Assessing Symptoms Related to Attention-Deficit/Hyperactivity Disorder |
| title_full | Considering Positive Psychology Constructs of Life Satisfaction and School Connectedness When Assessing Symptoms Related to Attention-Deficit/Hyperactivity Disorder |
| title_fullStr | Considering Positive Psychology Constructs of Life Satisfaction and School Connectedness When Assessing Symptoms Related to Attention-Deficit/Hyperactivity Disorder |
| title_full_unstemmed | Considering Positive Psychology Constructs of Life Satisfaction and School Connectedness When Assessing Symptoms Related to Attention-Deficit/Hyperactivity Disorder |
| title_short | Considering Positive Psychology Constructs of Life Satisfaction and School Connectedness When Assessing Symptoms Related to Attention-Deficit/Hyperactivity Disorder |
| title_sort | considering positive psychology constructs of life satisfaction and school connectedness when assessing symptoms related to attention deficit hyperactivity disorder |
| topic | adhd life satisfaction school connectedness assessment intervention quality of life |
| url | https://scholarsjunction.msstate.edu/jhse/vol1/iss1/5/ |
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