Lee Yeeun, Mikami Amori Yee, Owens Julie Sarno
Department of Psychology, University of British Columbia, Vancouver, BC, Canada.
Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada.
Res Child Adolesc Psychopathol. 2021 May;49(5):643-656. doi: 10.1007/s10802-021-00771-7. Epub 2021 Feb 2.
Symptoms of attention-deficit/hyperactivity disorder (ADHD) in elementary school-age children are associated with poor relationships with classroom peers, as indicated by poor social preference, low peer support, and peer victimization. Less is known about how friendship patterns relate to ADHD symptoms, or how friendships may buffer risk for negative peer experiences. Participants were 558 children in 34 classrooms (grades K-5). At the beginning (fall) and end (spring) of an academic year, children completed (a) sociometric interviews to index friendship patterns and social preference, and (b) self-report questionnaires about their support and victimization experiences from classmates. In fall, higher teacher-reported ADHD symptoms were associated with children having more classmates with no friendship ties (non-friends) and who the child nominated but did not receive a nomination in return (unreciprocated friends), and with having fewer classmates with mutual friendship ties (reciprocated friends) and who nominated the child but the child did not nominate in return (unchosen friends). Higher fall ADHD symptoms predicted more non-friend classmates, poorer social preference, and more victimization in the spring, after accounting for the same variables in fall. However, having many reciprocated friends (and to a lesser extent, many unchosen friends) in fall buffered against the trajectory between fall ADHD symptoms and poor peer functioning in spring. By contrast, having many unreciprocated friends in fall exacerbated the trajectory between fall ADHD symptoms and poor peer functioning in spring. Thus, elevated ADHD symptoms are associated with poorer friendship patterns, but reciprocated friendship may protect against negative classroom peer experiences over time.
小学阶段儿童注意力缺陷多动障碍（ADHD）的症状与课堂上与同伴关系不佳有关，表现为社会偏好差、同伴支持少以及遭受同伴欺负。关于友谊模式与ADHD症状如何关联，或者友谊如何缓冲负面同伴经历的风险，我们所知较少。研究参与者为34个班级（幼儿园至五年级）的558名儿童。在一学年开始时（秋季）和结束时（春季），孩子们完成了：（a）社会测量访谈，以确定友谊模式和社会偏好；（b）关于他们从同学那里获得的支持和受欺负经历的自我报告问卷。在秋季，教师报告的ADHD症状越严重，孩子没有友谊关系的同学（非朋友）就越多，孩子提名但未得到对方提名的同学（单向朋友）也越多，而有相互友谊关系的同学（双向朋友）以及提名了孩子但孩子未提名对方的同学（未被选中的朋友）则越少。在考虑了秋季的相同变量后，秋季较高的ADHD症状预示着春季会有更多非朋友同学、更差的社会偏好以及更多的受欺负情况。然而，秋季有许多双向朋友（在较小程度上，有许多未被选中的朋友）缓冲了秋季ADHD症状与春季同伴功能不良之间的发展轨迹。相比之下，秋季有许多单向朋友则加剧了秋季ADHD症状与春季同伴功能不良之间的发展轨迹。因此，ADHD症状升高与较差的友谊模式相关，但随着时间推移，双向友谊可能会防止课堂上出现负面的同伴经历。
