Division of Behavioral Medicine and Clinical Psychology, Center for ADHD, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
Division of Behavioral Medicine and Clinical Psychology, Center for ADHD, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
Psychiatry Res. 2019 Nov;281:112524. doi: 10.1016/j.psychres.2019.112524. Epub 2019 Aug 17.
There is mixed evidence for whether or not co-occurring anxiety is associated with poorer peer functioning in children with attention-deficit/hyperactivity disorder (ADHD), which may be partly due to studies typically using a global measure of anxiety and failing to consider possible sex differences. The present study examined child-reported social anxiety in relation to peer functioning and whether this association differs by sex in 93 children (66% male; ages 8-12) with ADHD. Children, parents, and teachers completed a measure of social acceptance, and teachers also completed measures of asociality, peer exclusion, peer dislike, and peer ignoring. Regression analyses examined the interaction between social anxiety and sex in relation to the peer functioning variables, with age, race, ADHD subtype, and oppositional defiant disorder symptoms included as covariates. Social anxiety was associated with lower parent-reported social acceptance, with no sex differences in the association. However, significant interaction effects were found for child- and teacher-rated social acceptance, as well as peer exclusion and peer ignoring such that social anxiety was associated with less competence, more exclusion, and greater ignoring for girls but not boys. Findings indicate that social anxiety is associated with poorer peer functioning for girls more so than boys with ADHD.
关于共病焦虑是否与注意缺陷多动障碍（ADHD）儿童的同伴功能较差相关，目前的证据相互矛盾，这可能部分是由于研究通常使用焦虑的整体衡量标准，且未能考虑到可能存在的性别差异。本研究调查了 93 名 ADHD 儿童（66%为男性；年龄 8-12 岁）的儿童报告的社交焦虑与同伴功能的关系，以及这种关联是否因性别而异。儿童、家长和教师完成了一项社交接受度的测量，教师还完成了社交回避、同伴排斥、同伴不喜欢和同伴忽视的测量。回归分析考察了社交焦虑与性别在同伴功能变量方面的交互作用，同时还包括年龄、种族、ADHD 亚型和对立违抗性障碍症状作为协变量。社交焦虑与父母报告的社交接受度较低相关，而这种关联在性别上没有差异。然而，在儿童和教师评定的社交接受度以及同伴排斥和同伴忽视方面，发现了显著的交互效应，即社交焦虑与女孩的能力较低、被排斥和被忽视较多相关，而与男孩无关。研究结果表明，社交焦虑与 ADHD 女孩的同伴功能较差相关，而与男孩无关。
