Return to search

An investigation of social skills and attributional styles of children with attention deficit disorder/hyperactivity

The purpose of this study was to assess the relationship among parent child-rearing practices, children’s internal/external attributional styles and social skills between Attention Deficit Disorder/Hyperactivity (ADD/H) and non-Attention Deficit Disorder/Hyperactivity (non-ADD/H) children. A review of the literature revealed a need to investigate the social skills and internal/external attributional styles of ADD/H and non-ADD/H children and their relationship to child-rearing practices.

Results indicated group differences between the parents of ADD/H children versus the parents of non-ADD/H children on the dimension of encouragement of independence. It was found that the mothers of ADD/H children reported higher mean scores as compared to mothers of non-ADD/H children. Differences between the parents of ADD/H children versus the parents of non-ADD/H children were found on the authoritarian control dimension. Further analysis indicated that the mothers of ADD/H children reported higher authoritarian control scores than did the mothers of non-ADD/H children. Overall group differences were found on the parental control dimension with parents of ADD/H children having higher combined scores than the parents of non-ADD/H children.

The relationship between parents’ child-rearing practices and their children’s internal/external attributional styles were examined. The results indicated a relationship between the child-rearing dimension of encouragement of independence and the children’s attributional styles for mothers only. No other significant correlations were found on the remaining child-rearing dimensions for mothers or fathers.

Finally, some support was found for the prediction that the children’s ADD/H status and the attributional style (internal/external) of the children were related to their social functioning. The external ADD/H children reported lower overall social functioning, lower appropriate social functioning, and higher negative social skill scores than internal non-ADD/H children. / Ph. D.

Identiferoai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/53554
Date January 1988
CreatorsKisamore, Cynthia L.
ContributorsFamily and Child Development, Fu, Victoria, Hanna, Mary Ann, Cross, Lawrence H., Rogers, Cosby S., Sporakowski, Michael J.
PublisherVirginia Polytechnic Institute and State University
Source SetsVirginia Tech Theses and Dissertation
Languageen_US
Detected LanguageEnglish
TypeDissertation, Text
Formatviii, 134 leaves, application/pdf, application/pdf
RightsIn Copyright, http://rightsstatements.org/vocab/InC/1.0/
RelationOCLC# 18161426

Page generated in 0.0022 seconds