ADHD status and degree of positive illusions: moderational and mediational relations with actual behavior

Past research suggests that many children with behavior problems display overly positive self-views ("positive illusions"); some researchers have hypothesized that these positive illusions may prevent these children from improving their behavior. This research investigates positive illusio...

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Bibliographic Details
Published in:Journal of attention disorders 2008-11, Vol.12 (3), p.227-238
Main Authors: Kaiser, Nina M, Hoza, Betsy, Pelham, Jr, William E, Gnagy, Elizabeth, Greiner, Andrew R
Format: Article
Language:English
Subjects:
Adolescent
Attention Deficit and Disruptive Behavior Disorders - diagnosis
Attention Deficit and Disruptive Behavior Disorders - epidemiology
Attention Deficit and Disruptive Behavior Disorders - psychology
Attention Deficit Disorder with Hyperactivity - diagnosis
Attention Deficit Disorder with Hyperactivity - epidemiology
Attention Deficit Disorder with Hyperactivity - psychology
Child
Child Behavior Disorders - diagnosis
Child Behavior Disorders - epidemiology
Child Behavior Disorders - psychology
Control Groups
Counseling
Diagnostic and Statistical Manual of Mental Disorders
Humans
Illusions - psychology
Internal-External Control
Male
Models, Psychological
Psychiatric Status Rating Scales
Regression Analysis
Self Concept
Teaching
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Summary:Past research suggests that many children with behavior problems display overly positive self-views ("positive illusions"); some researchers have hypothesized that these positive illusions may prevent these children from improving their behavior. This research investigates positive illusions in the behavioral domain as a moderator and mediator of the relation between ADHD status and behavior in a summer program setting. Boys with ADHD and comparison boys rated their own behavioral competence; discrepancies between these self-ratings and the reports of boys' teachers served as an index of behavioral positive illusions. Dependent variables were derived from a behavioral point system that provided specific data about boys' positive and negative behaviors and from counselor ratings of behavior. Hierarchical multiple regression and analyses revealed no evidence supporting a moderational association, although ADHD status and behavioral positive illusions were additive predictors of the dependent variables. Post hoc analyses revealed a pattern of mediational effects that were strongest for dependent variables assessing conduct problem behaviors.
ISSN:1087-0547
1557-1246
DOI:10.1177/1087054707311661