Perceived parenting style and self-perception in children with attention deficit/hyperactivity disorder

Molina, María Fernanda

doi:10.21500/20112084.647

Cited by 8 publications

(4 citation statements)

References 45 publications

(52 reference statements)

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“…Notably, the participants in this study were non‐diagnosed students, and while positive illusory bias is commonly associated with ADHD, some studies suggest that a small degree of positive illusory bias may not be unique to ADHD students (Emeh, 2014; Hoza et al, 2004). Instead, it may be considered a psychological defense mechanism in children, stemming from high anxiety driven by harsh parenting (Molina, 2015), social pressure, or even narcissism (Barry et al, 2011). Conversely, female students scored notably higher than their male counterparts in the ratings provided by parents and teachers, except for hyperactivity scores from teachers.…”

Section: Discussionmentioning

confidence: 99%

Exploring the biases of the perception of inattention, hyperactivity, and impulsivity of students from parents, teachers, self‐reports, and a VR measure

Cho,

Son,

Chung

et al. 2024

Psychology in the Schools

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Symptoms of inattention (IA), hyperactivity, and impulsivity present in school‐aged children are important indications of developmental problems. The assessment of these symptoms largely relies on questionnaires completed by parents, teachers, and the children themselves. However, inherent perceptual biases may lead to inaccuracies in these evaluations. This study investigates the biases among different respondents for 41 elementary‐aged students (19 male and 22 female) by analyzing their responses on the attention‐deficit/hyperactivity disorder‐rating scale (ADHD‐RS) through a novel virtual reality‐based objective measure (AttnKare‐D). Correlation analysis reveals higher agreement between parents and students compared to other informant pairs. Nevertheless, when compared with the objective measure, parents and students do not exhibit distinct separation between high and low‐scoring samples, whereas teachers demonstrate significant separation on various objective measure factors. This discrepancy suggests that teachers may possess a more accurate baseline for peer‐related measurements, leading to a more objective evaluation of ADHD symptoms. However, it is essential to acknowledge that teachers are not entirely exempt from biases. Gender‐specific comparisons reveal notable differences, with male children showing the largest separation in distractibility and female children in movement. In conclusion, this study emphasizes the significance of recognizing and addressing potential biases when interpreting questionnaires assessing symptoms of IA, hyperactivity, and impulsivity in children.

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Section: Discussionmentioning

confidence: 99%

Exploring the biases of the perception of inattention, hyperactivity, and impulsivity of students from parents, teachers, self‐reports, and a VR measure

Cho,

Son,

Chung

et al. 2024

Psychology in the Schools

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“…In detail, externalizing problems include the most common childhood disorder, attention deficit hyperactivity disorder (ADHD), in which a wide range of cognitive, interpersonal, social, emotional, and behavioral difficulties exist. Its main characteristics are aggression and disobedience, while other Disruptive Behavioral Disorders often coexist [31][32][33][34]. In addition, externalizing problems include conduct problems and behavioral disorders, in which the child comes into conflict with the environment, such as aggression, violence, reactivity, disobedience, drug use, and delinquency, problems which are observed when there is a lack of parental support [18,[35][36][37].…”

Section: Children's Behavior Problemsmentioning

confidence: 99%

Exploring Parenting Styles Patterns and Children’s Socio-Emotional Skills

et al. 2023

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In this study, we adopted parenting styles as a multidimensional and latent construct that includes different aspects of parenting, rather than solely focusing on a single parenting style. In a Web-based survey with 1203 Greek parents, we identified parenting styles and their SDQ reports on their children. According to our results by Latent Profile Analysis, we must use a more complex approach concerning parenting styles. We identified a “Highly Authoritative style” profile with high levels of authoritative, low levels of authoritarian and middle levels of permissive parenting styles. We additionally identified a profile called “Relaxed Authoritative style”, with still high but lower levels of authoritative style, low but slightly heightened levels of authoritarian style, and middle levels of permissive style. A further profile, named “Permissive Focused Authoritative style”, had a mix of high levels of authoritative, moderate levels of permissive, and elevated levels of authoritarian parenting styles. Finally, in a profile named “Inconsistent Parenting style”, we identified parents with a blend of still high, but the lowest of all four levels of authoritative and highest levels of permissive and authoritarian parenting styles. When combining the four identified parenting patterns with the SDQ results, we identified the “highly authoritative parenting style” profile to be the least connected to internalizing or externalizing problems of the respective children.

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“…En un primer grupo se indagó la percepción sobre los estilos de crianza desde la percepción de los hijos (Molina, 2015;Vielma, 2003).…”

Section: áMbito Nacionalunclassified

Estilos de crianza parental: una revisión teórica

Jorge

Gonzalez

2017

infpsic

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Estilos de criação parental:uma revisão teórica Parental rearing styles: a theoretical review ResumoObjetivo: analisar as perspectivas atuais no estudo dos estilos parentais de criação e as variáveis relacionadas com estes. Método: foi feita uma revisão sistemática da bibliografia ao respeito. Por isto, foram selecionados artigos publicados em revistas cientificas de psicologia que se encontram indexadas em bases de dados eletrônicas, usando a adopção de critérios predeterminados. Incluíram-se textos que foram artigos de revisão, reportes de pesquisa e estudos psicométricos com os instrumentos de avalição da variável em estudo. Resultados: as categorias identificadas, analisadas e teorizadas foram: abordagens no estudo dos estilos parentais, categorias dos estilos de criação, estilos de criação e tipo de famílias, estilos de criação e relações com outras variáveis e perspectivas no estudo dos estilos educativos parentais. Conclusões: nesta revisão teórica foram identificadas cinco categorias de analises essenciais para a compreensão do tema de estudo. Palavras chaveEstilos, pautas, criação, pais e revisão. AbstractObjective: to analyze the current perspectives in the study of parental rearing styles and the variables related to those styles. Method: a systematic review of the literature in this regard was performed. To do this, we selected articles published in psychology journals that are indexed in electronic databases, through the adoption of predetermined criteria. We included texts that were review articles, research reports, and psychometric studies with the tools of evaluation of the variable in study. Results: the categories identified, analyzed and theorized were as follows: approaches in the study of parenting styles, parenting styles categories, parenting styles and types of families, parenting styles and relations with other variables and perspectives in the study of parental rearing styles. Conclusions: in this theoretical review we identified five categories of analysis essential to the understanding of the subject being studied.

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Perceived parenting style and self-perception in children with attention deficit/hyperactivity disorder

Cited by 8 publications

References 45 publications

Exploring the biases of the perception of inattention, hyperactivity, and impulsivity of students from parents, teachers, self‐reports, and a VR measure

Exploring the biases of the perception of inattention, hyperactivity, and impulsivity of students from parents, teachers, self‐reports, and a VR measure

Exploring Parenting Styles Patterns and Children’s Socio-Emotional Skills

Estilos de crianza parental: una revisión teórica

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