The Moderating Role of Emotional Regulation on the Relationship between School Results and Personal Characteristics of Pupils with Attention Deficit/Hyperactivity Disorder
Abstract
:1. Introduction
2. Materials and Methods
2.1. Patient Data
2.2. Methods and Materials
2.3. Statistical Analysis
3. Results
3.1. Analysis of Participant Demographic and Clinical Data
3.1.1. Differences between the Control Group and the Research Group in Terms of Personal Characteristics and School Results
3.1.2. The Moderating Role of Emotional Regulation on the Relationship between Personal Characteristics and School Results of Children with/without ADHD
4. Discussion
5. Conclusions
5.1. Theoretical and Practical Significance
5.2. Limitations and Directions for Future Studies
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Study Group | Control Group | ||||
---|---|---|---|---|---|
Counts | % of Total | Counts | % of Total | ||
Gender | Boys | 154 | 141 | ||
Girls | 87 | 66 | |||
Age | M = 97.5 months/8 years and 2 months, SD = 15 | M = 96 months/8 years, SD = 14.7 | |||
School results | very poor | 74 | 30.8% | 12 | 5.8% |
poor | 128 | 53.1% | 157 | 75.8% | |
average | 39 | 16.1% | 38 | 18.4% | |
problem-solving ability | well below the expected level | 47 | 19.5% | 8 | 4% |
below the expected level | 62 | 25.7% | 20 | 9.6% | |
at the limit | 25 | 10.4% | 41 | 19.8% | |
at expected level | 67 | 27.8% | 73 | 35.2% | |
at above expected level | 40 | 17.6% | 65 | 31.4% | |
Visuomotor precision | well below the expected level | 76 | 31.5% | 19 | 9.2% |
below the expected level | 75 | 31% | 46 | 22.2% | |
at the limit | 32 | 13.2% | 46 | 22.2% | |
at expected level | 34 | 15% | 41 | 19.8% | |
at above expected level | 24 | 9.3% | 55 | 26.6% | |
Visuomotor integration | well below the expected level | 58 | 24% | 24 | 11.6% |
below the expected level | 52 | 21.5% | 30 | 14.6% | |
at the limit | 24 | 10% | 19 | 9.1% | |
at expected level | 44 | 18.2% | 45 | 21.7% | |
at above expected level | 63 | 27.3% | 89 | 43% | |
Working memory | well below the expected level | 96 | 39.8% | 6 | 2.5% |
below the expected level | 96 | 39.8% | 36 | 17.9% | |
at the limit | 26 | 10.8% | 33 | 15.9% | |
at expected level | 20 | 8.2% | 88 | 42.4% | |
at above expected level | 3 | 1.4% | 44 | 22.3% | |
Emotional regulation | low scores | 163 | 67.2% | 36 | 17.3% |
average scores | 39 | 16.4% | 63 | 30.4% | |
high scores | 39 | 16.4% | 108 | 52.3% |
Value | df | p | |
---|---|---|---|
Χ2 emotional regulation | 1300.936 | 2 | <0.001 |
Χ2 visuomotor precision | 1455.220 | 2 | <0.001 |
Χ2 visuomotor integration | 3539.133 | 2 | <0.001 |
Χ2 problem solving ability | 666.450 | 2 | <0.001 |
Χ2 working memory | 1509.128 | 2 | <0.001 |
Estimate | SE | Z | p | |
---|---|---|---|---|
Problem-solving ability | 0.22526 | 0.01307 | 17.23 | <0.001 |
Emotional regulation | −0.03550 | 0.00236 | −15.03 | <0.001 |
Problem-solving ability × emotional regulation | 0.00901 | 9.93114 | 9.07 | <0.001 |
Average | 0.225 | 0.0151 | 14.88 | <0.001 |
Low (−1 SD) | 0.107 | 0.0204 | 5.22 | <0.001 |
High (+1 SD) | 0.344 | 0.0211 | 16.34 | <0.001 |
Visuomotor precision | 0.12963 | 0.00529 | 24.5 | < 0.001 |
Emotional regulation | −0.04944 | 0.00219 | −22.6 | <0.001 |
Visuomotor precision × emotional regulation | 0.00642 | 4.56124 | 14.1 | <0.001 |
Average | 0.1296 | 0.00760 | 17.06 | <0.001 |
Low (−1 SD) | 0.0450 | 0.00971 | 4.63 | <0.001 |
High (+1 SD) | 0.2143 | 0.01110 | 19.31 | <0.001 |
Visuospatial integration | 0.10498 | 0.00440 | 23.9 | <0.001 |
Emotional regulation | −0.05833 | 0.00245 | −23.8 | <0.001 |
Visuospatial integration × emotional regulation | 0.00584 | 3.79114 | 15.4 | <0.001 |
Average | 0.1050 | 0.00663 | 15.84 | <0.001 |
Low (−1 SD) | 0.0280 | 0.00818 | 3.42 | <0.001 |
High (+1 SD) | 0.1820 | 0.00976 | 18.64 | <0.001 |
Working memory | 0.12867 | 0.00775 | 16.6 | <0.001 |
Emotional regulation | −0.03570 | 0.00245 | −14.6 | <0.001 |
Working memory × emotional regulation | 0.00661 | 6.08444 | 10.9 | <0.001 |
Average | 0.1287 | 0.00957 | 13.44 | <0.001 |
Low (−1 SD) | 0.0416 | 0.01191 | 3.49 | <0.001 |
High (+1 SD) | 0.2158 | 0.01419 | 15.21 | <0.001 |
Estimate | SE | Z | p | |
---|---|---|---|---|
Problem-solving ability | 0.04776 | 0.01499 | 3.19 | 0.001 |
Emotional regulation | −0.02552 | 0.00451 | −5.66 | <0.001 |
Problem-solving ability × emotional regulation | 0.00834 | 0.00187 | 4.46 | <0.001 |
Average | 0.0478 | 0.0156 | 3.057 | 0.002 |
Low (−1 SD) | −0.0158 | 0.0236 | −0.669 | 0.503 |
High (+1 SD) | 0.1113 | 0.0189 | 5.890 | <0.001 |
Visuomotor precision | 0.05836 | 0.00662 | 8.82 | <0.001 |
Emotional regulation | −0.02195 | 0.00416 | −5.28 | <0.001 |
Visuomotor precision × emotional regulation | −0.00114 | 8.19324 | −1.39 | 0.044 |
Average | 0.0584 | 0.00665 | 8.78 | <0.001 |
Low (−1 SD) | 0.0670 | 0.00949 | 7.06 | <0.001 |
High (+1 SD) | 0.0497 | 0.00874 | 5.68 | <0.001 |
Visuospatial integration | 0.04135 | 0.00670 | 6.17 | <0.001 |
Emotional regulation | −0.02145 | 0.00471 | −4.56 | <0.001 |
Visuospatial integration × emotional regulation | −0.00180 | 9.43494 | −1.91 | 0.046 |
Average | 0.0414 | 0.00677 | 6.11 | <0.001 |
Low (−1 SD) | 0.0551 | 0.01043 | 5.28 | <0.001 |
High (+1 SD) | 0.0276 | 0.00932 | 2.96 | 0.003 |
Working memory | 0.10377 | 0.01294 | 8.02 | <0.001 |
Emotional regulation | −0.03703 | 0.00444 | −8.34 | <0.001 |
Working memory × emotional regulation | 0.00586 | 0.00166 | 3.53 | <0.001 |
Average | 0.0414 | 0.00677 | 6.11 | <0.001 |
Low (−1 SD) | 0.0551 | 0.01043 | 5.28 | <0.001 |
High (+1 SD) | 0.0276 | 0.00932 | 2.96 | 0.003 |
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Linca, F.I.; Budisteanu, M.; Popovici, D.V.; Cucu, N. The Moderating Role of Emotional Regulation on the Relationship between School Results and Personal Characteristics of Pupils with Attention Deficit/Hyperactivity Disorder. Children 2022, 9, 1637. https://doi.org/10.3390/children9111637
Linca FI, Budisteanu M, Popovici DV, Cucu N. The Moderating Role of Emotional Regulation on the Relationship between School Results and Personal Characteristics of Pupils with Attention Deficit/Hyperactivity Disorder. Children. 2022; 9(11):1637. https://doi.org/10.3390/children9111637
Chicago/Turabian StyleLinca, Florentina Ionela, Magdalena Budisteanu, Doru Vlad Popovici, and Natalia Cucu. 2022. "The Moderating Role of Emotional Regulation on the Relationship between School Results and Personal Characteristics of Pupils with Attention Deficit/Hyperactivity Disorder" Children 9, no. 11: 1637. https://doi.org/10.3390/children9111637