ADHD Symptoms in Adolescents’ Everyday Life: Fluctuations and Symptom Structure Within and Between Individuals

Schmid, Johanna; Stadler, Gertraud; Dirk, Judith; Fiege, Christiane; Gawrilow, Caterina

doi:10.1177/1087054716629214

Cited by 19 publications

(18 citation statements)

References 41 publications

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“…Descriptive statistics indicated substantial day-to-day variation in self-regulation, which accounted for 61% of the overall variance as indicated by the ICC, thereby paralleling earlier evidence (Blume et al, 2021;Liborius et al, 2019;Ludwig et al, 2016;Schmid et al, 2020).…”

Section: Day-to-day Variationssupporting

confidence: 78%

“…As for self-regulation, research considering fluctuations on the within-person level provided evidence for self-regulation to vary within individuals (e.g., from day to day; Blume et al, 2021;Boker & Nesselroade, 2002;Liborius et al, 2019;Ludwig et al, 2016;Schmid et al, 2020). Only few studies considered associations between self-regulation and related constructs on the within-person level; however, Ludwig and Rauch (2018) found pre-schoolers' STUDENTS' DAILY SELF-REGULATION AT SCHOOL 9 self-regulation and positive affect to be associated.…”

Section: Within-person Variability In Self-regulation and Executive Functionsmentioning

confidence: 99%

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Day-to-Day Variation in Students’ Academic Success: The Role of Self-Regulation, Working Memory, and Achievement Goals

Blume¹,

Schmidt²,

Dirk³

et al. 2021

Preprint

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Self-regulation has been shown to be positively associated with school performance. Additionally, interrelations between self-regulation, working memory (WM), and achievement goals, in particular learning goals, have been established, as well as their associations with academic outcomes. It stands to reason that self-regulation, WM, and achievement goals are related on a day-to-day level, with implications for daily and long-term academic success. However, previous research largely considered between-person differences. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and long-term academic success. Data were obtained through smartphone-based ambulatory assessments of 108 students (Mage=10.12, SDage=0.45) across 20 school days. Students reported about daily achievement goals prior to, daily self-regulation at, and daily academic success after school. Additionally, they informed about their report card grades at the end of the school year. Daily WM was assessed through two updating tasks at school. Results showed positive associations between daily learning goals (but neither performance-approach nor performance-avoidance goals), daily self-regulation, and WM. Together, daily learning goals and self-regulation uniquely contributed to daily academic success, while WM, performance-approach, and performance-avoidance goals did not. Average levels of WM, but neither achievement goals, nor self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing self-regulation processes on between- and within-person levels. Further theoretical and practical implications are discussed.

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Section: Day-to-day Variationssupporting

confidence: 78%

Section: Within-person Variability In Self-regulation and Executive Functionsmentioning

confidence: 99%

Day-to-Day Variation in Students’ Academic Success: The Role of Self-Regulation, Working Memory, and Achievement Goals

Blume¹,

Schmidt²,

Dirk³

et al. 2021

Preprint

Self Cite

View full text Add to dashboard Cite

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“…As such, self-regulation was usually assessed at only one point in time, which does not give justice to potential fluctuations within individuals, however. Nevertheless, it is well established today that self-regulation also varies within individuals, hence fluctuating over time (Liborius, Bellhäuser, & Schmitz 2019;Ludwig, Haindl, Laufs, & Rauch 2016;Schmid, Stadler, Dirk, Fiege, & Gawrilow 2020;Schmitz & Wiese 2006). Empirical evidence furthermore suggested that an individual's momentary selfregulation varies in response to characteristics of the situation currently experienced.…”

Section: Students' Trait Self-regulation and Academic Outcomesmentioning

confidence: 99%

Homeschooling during the SARS-CoV-2 pandemic: The role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation

Blume¹,

Schmidt²,

Kramer³

et al. 2020

Preprint

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As a means to counter the SARS-CoV-2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students’ homes and students were supposed to work on learning tasks provided by their teachers. Students’ self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students’ daily self-regulation and hence the independence with which they worked on learning tasks. The present work therefore investigated the role of students' trait self-regulation as well as task difficulty and task enjoyment for students’ daily independence from their parents in learning during the homeschooling period. Data on children’s trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (Mage = 9.69, SDage = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students’ learning independence through 21 consecutive daily online questionnaires. The results showed students’ trait self-regulation to be positively associated with their daily learning independence. Additionally, students’ daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students’ daily self-regulation during the homeschooling period.

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“…ICD-10 also notes the diagnostic difficulties stemming from the fact that inattention and overactivity can be symptoms of anxiety or depressive disorders. In addition, reported symptoms of ADHD fluctuate on a day-to-day basis, which suggests that clinicians may have to make repeated assessments of an individual's symptoms to set an accurate diagnosis (Schmid, Stadler, Dirk, Fiege, & Gawrilow, 2016). The question also arises as to whether ADHD actually exists as a distinct entity (categorical) or whether it is better understood as lying on a continuum (dimensional).…”

Section: Diagnosing Adhdmentioning

confidence: 99%

ADHD and social work with children and adolescents

Karlsson

Lundström

2019

European Journal of Social Work

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This article aims to alert social work researchers and practitioners to the importance of engaging in research and debate about how to approach and understand ADHD among children in general and locked-after children in care in particular. Social work researchers have largely been absent from academic discussions about the 'ADHD epidemic' despite the fact that the prevalence of ADHD diagnosis and medication is very high in child welfare populations. The social work profession can make important contributions to understanding a phenomenon that is common among children and adolescent clients, that is often co-morbid with other conditions such as conduct disorder and that is linked to social adversity. We argue that research on ADHD in the child welfare systems should be a top priority in social work, and outline some important questions that need to be addressed by both researchers and social workers. ABSTRAKT Trots att förekomsten av ADHD-diagnoser och ADHD-medicin är mycket hög inom den sociala barnavården har forskare inom socialt arbete i stor utsträckning lyst med sin frånvaro i akademiska diskussioner kring "ADHDepidemin". Denna artikel syftar till att uppmuntra forskare och praktiker inom socialt arbete att bidra till forskningen och debatten om hur vi ska förstå ADHD bland barn i allmänhet och samhällsplacerade barn i synnerhet. Socialt arbete som profession kan bidra med viktig förståelse av ett fenomen som är vanligt bland barn och ungdomar som är i kontakt med socialtjänsten, som ofta förekommer tillsammans med andra tillstånd och som är sammanlänkat med social utsatthet. Vi menar att forskning kring ADHD inom den sociala barnavården bör prioriteras högt och pekar på viktiga frågor som behöver adresseras av såväl forskare som praktiker.

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ADHD Symptoms in Adolescents’ Everyday Life: Fluctuations and Symptom Structure Within and Between Individuals

Abstract: The study demonstrates that adolescents' ADHD symptoms fluctuate from day to day and highlights the need for intensive diagnostic processes with repeated symptom assessments and interventions that address symptom fluctuations.

Cited by 19 publications

References 41 publications

Day-to-Day Variation in Students’ Academic Success: The Role of Self-Regulation, Working Memory, and Achievement Goals

Day-to-Day Variation in Students’ Academic Success: The Role of Self-Regulation, Working Memory, and Achievement Goals

Homeschooling during the SARS-CoV-2 pandemic: The role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation

ADHD and social work with children and adolescents

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