Maia Catarina, Guardiano Micaela, Viana Victor, Almeida J Paulo, Guimarães Maria Júlia
Serviço de Pediatria Médica, Centro Hospital de S João/ Faculdade de Medicina da Universidade do Porto, Porto, Portugal.
Acta Med Port. 2011 Dec;24 Suppl 2:493-502. Epub 2011 Dec 31.
The Attention-Deficit/ Hyperactivity Disorder (ADHD) is a disorder reflected by significant deficits in multiple domains, interfering with the self-perception and self-esteem of children. However, international studies that assess the relationship between ADHD and self-perception have come to contradictory results, and, in Portugal, this is still a little investigated subject. The present work aims to assess the self-perception in different areas (scholastic competence, athletic competence, physical appearance, behaviour and social acceptance) in children with ADHD, comparing them with a control group. This study also tries to analyze whether the subtype of ADHD could interfere differently with the self-perception. We studied 43 children who had a clinical diagnosis of ADHD and 59 children without this diagnosis. Children with ADHD were divided into different subtypes in view of the revised Conners Scales (Portuguese version). The children completed the Self-Perception Profile for Children. From the analysis of averages comparison, it was found that the group of children with ADHD showed lower values in the different domains of self-perception, with a statistically significant difference in scholastic and behaviour self-perceptions. Regarding the different subtypes of ADHD, the results were not statistically significant, but indicated that children perceive themselves differently depending on the subtype. This discrepancy was most evident in scholastic competence where children predominantly inattentive considered themselves less able than the others. In this study, as in the international literature, children with ADHD have an scholastic and behavioural self-perception statistically inferior to other children of the same age, needing every possible support for a healthy emotional development.
注意力缺陷多动障碍（ADHD）是一种在多个领域存在显著缺陷的疾病，会干扰儿童的自我认知和自尊。然而，评估ADHD与自我认知之间关系的国际研究得出了相互矛盾的结果，在葡萄牙，这仍是一个研究较少的课题。本研究旨在评估ADHD儿童在不同领域（学业能力、运动能力、外貌、行为和社会接受度）的自我认知，并与对照组进行比较。本研究还试图分析ADHD的亚型是否会对自我认知产生不同的影响。我们研究了43名临床诊断为ADHD的儿童和59名未患此病的儿童。根据修订后的康纳斯量表（葡萄牙语版），将患有ADHD的儿童分为不同亚型。这些儿童完成了儿童自我认知量表。通过均值比较分析发现，ADHD儿童组在自我认知的不同领域得分较低，在学业和行为自我认知方面存在统计学上的显著差异。关于ADHD的不同亚型，结果没有统计学意义，但表明儿童根据亚型的不同对自己有不同的认知。这种差异在学业能力方面最为明显，主要表现为注意力不集中的儿童认为自己比其他儿童能力差。在本研究中，与国际文献一样，ADHD儿童在学业和行为自我认知方面在统计学上低于同龄的其他儿童，需要尽可能多的支持以实现健康的情感发展。
