The Effect of Social Devaluation, Labeling, and Familiarity on Children's Attitudes and Behavioral Intentions toward a Peer with Symptoms of ADHD

Autor/inn/en	Greenway, Charlotte W.; Robinson, Ammanys H.; King, Janice M.
Titel	The Effect of Social Devaluation, Labeling, and Familiarity on Children's Attitudes and Behavioral Intentions toward a Peer with Symptoms of ADHD
Quelle	In: Psychology in the Schools, 60 (2023) 11, S.4452-4465 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greenway, Charlotte W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23004
Schlagwörter	Children; Preadolescents; Attention Deficit Hyperactivity Disorder; Childrens Attitudes; Child Behavior; Intention; Social Influences; Labeling (of Persons); Familiarity; Symptoms (Individual Disorders) + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Sozialer Einfluss; Labeling-Ansatz; Psychiatrische Symptomatik
Abstract	The present study examined the attitudes and behavioral intentions of 336 children aged 7-11 toward a hypothetical peer with symptoms of attention-deficit hyperactivity disorder (ADHD) to determine whether they were influenced by labeling, social devaluation, or familiarity. Children read one of five vignettes describing the behavior of a gender-neutral peer before completing self-report measures of attitudes and behavioral intentions. Results showed children held predominantly negative attitudes toward the hypothetical peer, which were more pronounced for inattentive than hyperactive/impulsive symptoms. These findings suggest that children were more likely to devalue internalizing rather than externalizing behaviors. Children also reported being more likely to engage in active/recreational and social activities rather than academic activities. In addition, the diagnostic label "ADHD" led to more negative attitudes and behavioral intentions, while knowing someone with ADHD mediated the negative effect of hyperactive/impulsive symptoms on attitudes and behavioral intentions. Finally, significant positive relationships were found between attitudes and children's willingness to engage in social, academic, and physical activities. Policy and practice implications of these findings are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01