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A Meta-Analytic Review of Self-Estee...

Betancourt, Jessie L.

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A Meta-Analytic Review of Self-Esteem in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Meta-Analytic Review of Self-Esteem in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder./
Author:	Betancourt, Jessie L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	140 p.
Notes:	Source: Masters Abstracts International, Volume: 84-06.
Contained By:	Masters Abstracts International84-06.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28969766
ISBN:	9798358488045

A Meta-Analytic Review of Self-Esteem in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder.
Betancourt, Jessie L.

A Meta-Analytic Review of Self-Esteem in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 140 p.

Source: Masters Abstracts International, Volume: 84-06.

Thesis (M.S.)--Oklahoma State University, 2022.

This item must not be sold to any third party vendors.

Attention deficit/hyperactivity disorder (ADHD) is characterized by impairments of inattention, hyperactivity, and impulsivity, and conveys increased risk comorbid psychiatric difficulties and an abundance of impairments in academic, behavioral, and social functioning. Notably, findings from extant reviews provide evidence of self-esteem deficits in children (Barber et al., 2018; Mazzone et al., 2013), adolescents (Dvorsky et al., 2019; Kita & Inoue, 2017; Klassen et al., 2004), and adults (Dan & Raz, 2015; Newark et al., 2016; Rucklidge et al., 2007) with ADHD. Methodological and analytical strategies of previous reviews, however, limit inferences about specific self-esteem domains and potential moderator effects of the magnitude of between-group differences. The current study is the first to use meta-analytic methods to examine global and domain-specific (i.e., academic, social, behavioral) self-esteem, as well as potential moderators of study-wise heterogeneity, in studies of children and adolescents with ADHD. Results revealed a small-to-moderate overall effect size for global self-esteem, and a moderate overall effect size for academic self-esteem and social self-esteem. Additionally, results indicated that there were no significant moderating effects. Collectively, these findings suggest that global, academic, and social self-esteem are important variables to consider when evaluating outcomes for children and adolescents with ADHD. Furthermore, exploratory ad hoc examination of moderators suggested that specific self-esteem domains may be more impacted in children/adolescents with ADHD than other domains, which may provide important implications for treatment.

ISBN: 9798358488045Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Children

A Meta-Analytic Review of Self-Esteem in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder.
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520 $a Attention deficit/hyperactivity disorder (ADHD) is characterized by impairments of inattention, hyperactivity, and impulsivity, and conveys increased risk comorbid psychiatric difficulties and an abundance of impairments in academic, behavioral, and social functioning. Notably, findings from extant reviews provide evidence of self-esteem deficits in children (Barber et al., 2018; Mazzone et al., 2013), adolescents (Dvorsky et al., 2019; Kita & Inoue, 2017; Klassen et al., 2004), and adults (Dan & Raz, 2015; Newark et al., 2016; Rucklidge et al., 2007) with ADHD. Methodological and analytical strategies of previous reviews, however, limit inferences about specific self-esteem domains and potential moderator effects of the magnitude of between-group differences. The current study is the first to use meta-analytic methods to examine global and domain-specific (i.e., academic, social, behavioral) self-esteem, as well as potential moderators of study-wise heterogeneity, in studies of children and adolescents with ADHD. Results revealed a small-to-moderate overall effect size for global self-esteem, and a moderate overall effect size for academic self-esteem and social self-esteem. Additionally, results indicated that there were no significant moderating effects. Collectively, these findings suggest that global, academic, and social self-esteem are important variables to consider when evaluating outcomes for children and adolescents with ADHD. Furthermore, exploratory ad hoc examination of moderators suggested that specific self-esteem domains may be more impacted in children/adolescents with ADHD than other domains, which may provide important implications for treatment.
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