The Positive Illusory Bias in Children and Adolescents With ADHD

Volz-Sidiropoulou, Eftychia; Boecker, Maren; Gauggel, Siegfried

doi:10.1177/1087054713489849

Cited by 43 publications

(28 citation statements)

References 26 publications

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“…Children (Wiener et al, 2012) and adolescents (Barkley et al, 2002; Sibley et al, 2012, 2017) with ADHD report fewer ADHD symptoms relative to their parents and/or teachers. Consistent with the ignorance of incompetence hypothesis (which postulates that individuals who have poorly developed skills in a given domain are unable to recognize their incompetence in that domain, Kruger & Dunning, 1999), the SPB in children with ADHD has been found to be most evident in their domains of greatest deficit (Hoza et al, 2002, 2004; Volz-Sidiropoulou et al, 2016). Furthermore, co-occurring depressive symptoms are associated with increased accuracy of self-perceptions in children with ADHD (see Jiang & Johnston, 2014, for review).…”

mentioning

confidence: 75%

Do Adolescents With ADHD Have a Self-Perception Bias for Their ADHD Symptoms and Impairment?

Diago

Wiener

Varma

2020

Canadian Journal of School Psychology

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The purpose of this study was to investigate the self-perception bias (SPB) in adolescents with attention-deficit hyperactivity disorder (ADHD). The SPB was defined as adolescent underestimation of their learning and behavior problems in comparison to parent- or teacher-reports or a standardized achievement test. The sample comprised 74 adolescents, ages 13 to 18 (40 ADHD; 34 comparison). Compared to adolescents without ADHD, adolescents with ADHD underreported their symptoms and impairment when parent-reports, but not teacher-reports were the indicator of performance. Adolescents with ADHD, however, reported more difficulties in all areas of functioning than adolescents without ADHD. In the sample of adolescents with ADHD, self- and parent-reports of learning problems, but not teacher-reports, were significantly associated with adolescent total academic achievement test score. Adolescents with learning problems as measured by the achievement test, and social problems as rated by parents, reported higher levels of these difficulties than adolescents whose functioning was in the average range; however, adolescents with clinical levels of oppositional behaviors, as rated by parents or teachers, did not report elevated levels of these behaviors. Depressive symptoms were associated with a lower SPB. Implications of these findings for psychologists’ use of self-report measures with adolescents with ADHD are discussed.

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mentioning

confidence: 75%

Do Adolescents With ADHD Have a Self-Perception Bias for Their ADHD Symptoms and Impairment?

Diago

Wiener

Varma

2020

Canadian Journal of School Psychology

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“…For example, several studies have shown that children, adolescents and adults with ADHD show a ‘positive illusory bias,’ as defined by ‘a self-enhancing discrepancy between self-reports of competence and external indices of competence, such as ratings by other informants (e.g. teachers, parents, peers) or objective measures of performance’ (Emeh et al 2015 ; Hoza et al 2010 ; Prevatt et al 2012 ; Volz-Sidiropoulou et al 2016 ). However, more realistic and lower levels of self-reflections have also been found in adults with ADHD (Fuermaier et al 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Reduced emotional empathy in adults with subclinical ADHD: evidence from the empathy and systemizing quotient

Groen

Heijer

Fuermaier

et al. 2017

ADHD Atten Def Hyp Disord

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Studies in children with ADHD suggest impairments in social cognitive functions, whereas studies in adults with ADHD are scarce and inconclusive. The aim of this study was to investigate the relationship between ADHD traits and self-reported social cognitive style in a sample of adults from the general population. For this purpose, a community sample of 685 adults filled out online self-report questionnaires about ADHD symptoms (ADHD Rating Scale, ARS), social cognitive functioning and friendships. The Empathy Quotient (EQ) with the subscales Cognitive Empathy (CE), Emotional Empathy (EE) and Social Skills (SS), and the Systemizing Quotient (SQ) were included for measuring social cognitive style and the Friendship Questionnaire (FQ) for the quality of friendships. Participants who met the DSM-5 criteria on the ARS (‘subclinical ADHD’; n = 56) were compared regarding their social cognitive functioning scores with a control group (n = 56) that was matched for age, sex and student status. With small effect sizes, the subclinical ADHD group showed reduced EE scores on the EQ and a more male social cognitive profile. This result was not influenced by sex or ADHD subtype. This study points to a relationship between traits of ADHD and the emotional aspect of empathy, whereas more complex aspects of empathy were unrelated. These findings should be corroborated in clinical patients with ADHD, employing neuropsychological tests rather than self-report questionnaires.

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“…PIB has emerged in a wide range of areas such as academic abilities, social abilities, behavioural symptoms, activities of daily living (e.g. daily cognitive requirements, graphomotor skills, executive tasks), and difficult physical activities for children with ADHD (Helseth, Bruce, & Waschbusch, 2016;Hoza et al, 2004;Volz-Sidiropoulou, Boecker, & Gauggel, 2016). Children with ADHD generally overestimate their abilities across multiple domains of functioning, such as behavioral, scholastic and social domains (Bourchtein et al, 2017).…”

Section: Positive Illusory Bias Paradigmsmentioning

confidence: 99%

Estimations of Competence in Neurodevelopmental Conditions

Wanstall

Doidge

Weiss

et al. 2019

Psihol. teme (Online)

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Estimations of competence paradigms offer methods to help us measure how well we track our performance. Bridging across the clinical research and metacognitive research traditions, we identified the Positive Illusory Bias (PIB), metamemory and meta-reasoning paradigms for assessing estimation of competence in neurodevelopmental conditions. Overall, studies from PIB paradigms suggest that individuals with Attention-Deficit Hyperactivity Disorder, Autism, Intellectual Disability and Learning Disability tend to display a positive bias in their performance relative to other informants. In metamemory paradigms, individuals with these neurodevelopmental conditions tend to show more discrepancy between their subjective judgments and their memory performance relative to comparison controls, but these findings have been less consistent than for PIB. Meta-reasoning has been less well-studied across neurodevelopmental conditions. In order to advance our understanding of whether estimation of competence is a significant domain for understanding neurodevelopmental conditions, consideration must be given to conceptual models for each neurodevelopmental condition, methodological issues (paradigm selection and interpretation of self-report and subjective judgment) and developmental considerations.

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The Positive Illusory Bias in Children and Adolescents With ADHD

Abstract: Results support the presence of the positive illusory bias also in the domain of everyday life activities. Improvement of self-evaluation of competencies should become a focus of treatment.

Cited by 43 publications

References 26 publications

Do Adolescents With ADHD Have a Self-Perception Bias for Their ADHD Symptoms and Impairment?

Do Adolescents With ADHD Have a Self-Perception Bias for Their ADHD Symptoms and Impairment?

Reduced emotional empathy in adults with subclinical ADHD: evidence from the empathy and systemizing quotient

Estimations of Competence in Neurodevelopmental Conditions

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