Numerous studies have confi rmed that ADHD correlates with peer violence and aggression. The main goal of this study was to examine the correlation between different self-evaluated symptoms of ADHD ...(hyperactivity, impulsivity, and inattention) with different aspects of peer violence (physical, verbal, and electronic), and aggressive behavior (reactive and proactive aggression). Overall, 501 pupils enrolled in grades 4, 6, and 8 of primary school participated in this research, of whom 50.7% were boys and 49.3 were girls. Their average age was M=12.72 (sd=1.62). During one class, the pupils completed the Questionnaire on Peer Violence among School Children (Velki & Kuterovac Jagodić, 2012), the Reactive-Proactive Aggression Questionaire (Raine et al., 2006), and the Hyperactivity ImpulsivityInattention scale (Vulić-Prtorić, 2006). A correlation analysis was conducted (Pearson correlation coefficient), while the significance of differences was tested with Fisher’s Z test. The analysis showed a statistically significant correlation between all three forms of peer violence – verbal, physical, and electronic – with all three groups of ADHD symptoms, i.e., impulsivity, hyperactivity, and inattention (r=0.151 – 0.411, p<0.01), as well as with reactive and proactive aggression (r=0.318 – 0.486, p<0.01). A difference in the significance of correlations, depending on the symptoms of ADHD, has been found in the correlation of verbal peer violence and hyperactivity (z=2.20, p<0.05), versus the correlation to inattention (z=1.95, p<0.05), as well as the strong correlation of impulsivity and proactive aggression versus hyperactivity (z=2.42, p<0.05) and inattention (z=2.63, p<0.01). The differences in the correlations of peer violence and aggressive behavior with the symptoms of inattention and hyperactivity were not found. Results have confi rmed previous findings about the correlations of ADHD with peer violence and aggressive behavior, whereas the correlation is especially strong when impulsivity is present. From this research, we can conclude that symptoms of impulsivity represent a risk for developing peer violence and aggressive behavior, and it would be justifi ed to include children who manifest symptoms of impulsivity in programs of peer violence prevention.
Previous studies have shown that students with ADHD symptoms are more likely to have problems in all aspects of adaptation. The aim of this study is to identify ADHD symptoms that predict ...maladjustment in the general population of students. Hyperactivity, impulsiveness and inattention were examined with respect to academic, social and emotional adjustment. Elementary school students (average age M = 12.72, SD = 1.62) participated in the study (N = 501). The instruments used were: Hyperactivity-Impulsivity-Attention Scale, Croatian version of Self-efficacy questionnaire for children, Emotional competence questionnaire, self-assessment of peer acceptance and school success. Inattention was a significant predictor of problems in all aspects of adaptation, i.e. academic (β = -0.317; β = -0.528; p < 0.001), social (β = -0.269; β = -0.430; p < 0.001) and emotional adjustment (β = -0.225; β = -0.367; p < 0.01). Impulsiveness was only a significant predictor of academic self-efficacy (β = -0.187, p < 0.01), whereas hyperactivity was only significant for emotional competence (β = -0.174, p < 0.05). Since inattention proved to be a dominant problem, it is recommended that experts working with children make an effort to increase attention and concentration as a prevention strategy for adaptation problems of all students.
Brojna istraživanja potvrdila su povezanost ADHD-a s vršnjačkim nasiljem i agresivnim ponašanjem. Cilj istraživanja bio je provjeriti povezanost različitih samoprocijenjenih simptoma ADHD-a ...(hiperaktivnost, impulzivnost i nepažnja) s različitim aspektima vršnjačkog nasilja (tjelesno, verbalno i elektroničko) i agresivnim ponašanjem (reaktivna i proaktivna agresija). U istraživanju je sudjelovao 501 učenik 4., 6. i 8. razreda, 50,7% dječaka i 49,3% djevojčica prosječne dobi M=12,72 (sd=1,62). Učenici su tijekom jednog školskog sata ispunili Upitnik o nasilju među školskom djecom (Velki i Kuterovac Jagodić, 2012), Upitnik reaktivno-proaktivne agresije (RPQ; Raine i sur., 2006) i Skalu hiperaktivnosti-impulzivnosti-pažnje (Vulić-Prtorić, 2006). Provedena je korelacijska analiza (Pearsonov koefi cijent korelacije), a značajnost razlika u korelacijama testirana je Fisherovim z testom. Dobivene su statističke značajne povezanosti sve tri mjere vršnjačkog nasilja, verbalno, tjelesno i elektroničko sa sve tri skupine simptoma ADHD-a, impulzivnost, hiperaktivnost, nepažnja (r=0,151-0,411, p<0,01), kao i povezanost svih simptoma ADHD-a s reaktivnom i proaktivnom agresijom (r=0,318-0,486, p<0,01).
Razlike u značajnosti korelacija ovisno o simptomu ADHD-a dobivene su za povezanosti s verbalnim vršnjačkim nasiljem i proaktivnom agresijom, gdje je dobivena jača povezanost impulzivnosti i verbalnog vršnjačkog nasilja u odnosu na povezanost s hiperaktivnosti (z=2,20, p<0,05) i u odnosu na povezanost s nepažnjom (z=1,95, p<0,05) te jača povezanost impulzivnosti i proaktivne agresije u odnosu na povezanost s hiperaktivnosti (z=2,42, p<0,05) i u odnosu na povezanost s nepažnjom (z=2,63, p<0,01).Razlike u povezanosti vršnjačkog nasilja i agresivnog ponašanja sa simptomima nepažnje i hiperaktivnosti nije bilo. Rezultati su potvrdili prijašnje nalaze koji govori u prilog o povezanosti ADHD-a s vršnjačkim nasiljem i agresivnim ponašanjem, a posebice da je ta povezanost jača kada se radi o impulzivnosti. Iz navedenog možemo zaključiti da simptomi impulzivnosti predstavljaju rizik za razvoj vršnjačkog nasilja i agresivnog ponašanja, te da bi bilo dobro djecu koja pokazuju simptome impulzivnosti uključiti u prevencijske programe za sprječavanje razvoja vršnjačkog nasilja i agresije.
Prijašnja su istraživanja pokazala kako učenici koji pokazuju
simptome ADHD-a ujedno imaju i više problema u svim
aspektima prilagodbe. Cilj je istraživanja provjeriti koji
simptomi ADHD-a predviđaju ...probleme u prilagodbi opće
populacije učenika. Hiperaktivnost, impulzivnost i nepažanja
ispitane su u odnosu na akademsku, socijalnu i emocionalnu
prilagodbu. U istraživanju je sudjelovao 501 učenik (prosječne
dobi M = 12,72, SD= 1,62). Uzeti su u obzir sljedeći
instrumenti: Skala hiperaktivnosti-impulzivnosti-pažnje,
Upitnik emocionalne kompetentnosti, Upitnik samoefikasnosti
te samoprocjena osjećaja vršnjačke prihvaćenosti i školski
uspjeh. Nepažnja se pokazala kao značajan prediktor problema
u svim aspektima prilagodbe (akademskoj (β = -0,317;
β = -0,528; p < 0,001), socijalnoj (β = -0,269; β = -0,430;
p < 0,001) i emocionalnoj prilagodbi (β = -0,225;
β = -0,367; p < 0,01)), impulzivnost samo u akademskoj
samoefikasnosti (β = -0,187, p < 0,01), a hiperaktivnost
samo u emocionalnoj kompetentnosti (β = -0,174, p < 0,05).
Budući da se nepažnja pokazala kao dominantan problem,
stručnjaci koji rade s djecom trebaju raditi na jačanju pažnje
i koncentracije kod svih učenika kao na prevenciji za
probleme u prilagodbi.
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