Owens Julie Sarno, Hoza Betsy
Department of Psychological Sciences, Purdue University, USA.
J Consult Clin Psychol. 2003 Aug;71(4):680-91. doi: 10.1037/0022-006x.71.4.680.
The present study examined the relationships among gender, inattention, hyperactivity/impulsivity, depressive symptoms, and biases in perceptions of scholastic competence in children. Participants were 38 children with predominantly inattentive symptoms (IA), 59 children with predominantly hyperactive/impulsive symptoms or a combination of hyperactivity/impulsivity and inattention (HICB), and 83 control (CTL) children. HICB children overestimated their scholastic competence more than IA children when reading and math achievement scores were used as criteria and more than CTL children when math achievement and teacher perceptions of children's competence were used as criteria. IA children generally did not differ from CTL children with regard to estimations of competence. Regression analyses suggested that positive illusory self-perceptions are associated with more severe hyperactivity/impulsivity, but not more severe inattention.
本研究考察了儿童的性别、注意力不集中、多动/冲动、抑郁症状以及学业能力认知偏差之间的关系。参与者包括38名主要有注意力不集中症状的儿童（IA）、59名主要有多动/冲动症状或多动/冲动与注意力不集中混合症状的儿童（HICB）以及83名对照（CTL）儿童。当以阅读和数学成绩分数为标准时，HICB儿童比IA儿童更高估自己的学业能力；当以数学成绩和教师对儿童能力的认知为标准时，HICB儿童比CTL儿童更高估自己的学业能力。IA儿童在能力评估方面通常与CTL儿童没有差异。回归分析表明，积极的虚幻自我认知与更严重的多动/冲动相关，但与更严重的注意力不集中无关。
