Knowledge is Power: The Influence of Parent and Child Knowledge of ADHD on Children's Social-Emotional Competence

Date
2016
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Abstract
The present study examined ADHD knowledge of children and parents of children with and without ADHD. This study examined social-emotional positive illusory bias (PIB) for children with ADHD and investigated a relationship between ADHD knowledge and PIB. Fifty-one children and their parents (29 ADHD and 22 control) completed questionnaires measuring their ADHD knowledge and the children’s social-emotional competence. Results found parents to be most knowledgeable in the area of ADHD symptoms and least in general information. Both children and parents of children with ADHD had significantly higher knowledge than the control group with the exception of the general information subscale for parents. Children with ADHD did not demonstrate higher social-emotional PIB than control children; furthermore, no relationship was found between child ADHD knowledge and social-emotional PIB. These results have implications for individuals providing ADHD education to parents and children and for researchers examining links to PIB in children with ADHD.
Description
Keywords
Educational Psychology
Citation
Henley, L. (2016). Knowledge is Power: The Influence of Parent and Child Knowledge of ADHD on Children's Social-Emotional Competence (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26708