Low School Support Exacerbates the Association between Peer Difficulties and Sluggish Cognitive Tempo in Adolescents

Autor/inn/en	Fredrick, Joseph W.; Becker, Stephen P.; Langberg, Joshua M.
Titel	Low School Support Exacerbates the Association between Peer Difficulties and Sluggish Cognitive Tempo in Adolescents
Quelle	(2021), (33 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Peer Relationship; Conceptual Tempo; Environmental Influences; Victims; Interpersonal Competence; Attention Deficit Hyperactivity Disorder; Educational Environment; Symptoms (Individual Disorders); Parent Attitudes; Student Attitudes; Cognitive Processes; Self Concept; School Role; Self Perception Profile for Adolescents + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Peer-Beziehungen; Environmental influence; Umwelteinfluss; Victim; Opfer; Interpersonale Kompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Psychiatrische Symptomatik; Elternverhalten; Schülerverhalten; Cognitive process; Kognitiver Prozess; Selbstkonzept
Abstract	Objective: Although peer difficulties and sluggish cognitive tempo (SCT) are related, studies have yet to examine environmental factors that may advance further understanding this association. The current study tested whether peer difficulties, specifically social competence and peer victimization, interacted with school support, a component of school climate, in relation to adolescents' SCT symptoms. Further, we explored whether these relations would be differentially associated with SCT in adolescents with and without attention-deficit/hyperactivity disorder (ADHD). Method: Adolescents (N = 288; M[subscript age] = 14.08, 45% female, 82.6% White; 52% with ADHD) completed measures of social competence, peer victimization, school climate support, and SCT and ADHD inattentive (IN) symptoms. Parents also reported on adolescents' social competence, SCT, and ADHD-IN symptoms. Results: Results indicated that adolescent and parent ratings of lower social competence were both associated with higher adolescent-reported SCT symptoms in the context of low, but not high, school support. Relational and non-physical victimization were associated with higher self-reported SCT symptoms in the context of low school support. Lower adolescent- and parent-reported social competence were also related to higher parent-reported SCT symptoms, with these associations not moderated by school support. These results remained after controlling for demographics and ADHD-IN symptoms and were similar across adolescents with and without ADHD. Conclusions: Findings from the current study are the first to provide evidence that peer difficulties and school climate are jointly related to adolescents' self-reported SCT and underscore the importance of continued research investigating social adversity and environmental factors in relation to SCT. [This paper will be published in the "Journal of Clinical Child & Adolescent Psychology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01