Canonical Analysis of the Association between Attention-Deficit/Hyperactivity Disorder with Some Psychological Problems among Students
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| Title: | Canonical Analysis of the Association between Attention-Deficit/Hyperactivity Disorder with Some Psychological Problems among Students |
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| Language: | English |
| Authors: | Asghari, Arezou, Basiri, Elham |
| Source: | International Journal of Psychology and Educational Studies. 2019 6(1):21-29. |
| Availability: | International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: http://www.ijpes.com/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Attention Deficit Hyperactivity Disorder, Addictive Behavior, Depression (Psychology), Anxiety, Fear, Females, College Students, Correlation, Foreign Countries |
| Geographic Terms: | Iran |
| ISSN: | 2148-9378 |
| Abstract: | This study aimed to investigate the relationship between ADHD with internet addiction, depression, anxiety, stress and social phobia. The study was a descriptive-correlation study. Statistical Population of the study was females' students from Kosar university of Bojnord and, among which 327 students were selected by random sampling method. Participants completed ADHD Self-report Questionnaire (ASRS), Internet Addiction Test (IAT), Depression, Anxiety and Stress Scale (Das-21), and Social Phobia Inventory (SPIN). Data were analyzed by applying Pearson correlation coefficient and canonical correlation analysis statistical tests and SPSS version 23. Pearson correlation's results showed that ADHD components (attention deficit and hyperactivity/impulsivity) had positive significant relationships with internet addiction, depression, anxiety, stress and social phobia (p<0.01). In addition, canonical correlation results indicated there were significant relationships between attention deficit and internet addiction, depression, stress and social phobia and also hyperactivity/impulsivity and internet addiction, depression, anxiety and stress. However, there was no significant relationship between attention deficit and anxiety, and hyperactivity/impulsivity and social phobia (p>0.05). ADHD related to many psychological disorders. So it seems to screen students with the disorder and designing some treatment interventions for these students to decrease negative consequences are required. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1208178 |
| Database: | ERIC |
| Abstract: | This study aimed to investigate the relationship between ADHD with internet addiction, depression, anxiety, stress and social phobia. The study was a descriptive-correlation study. Statistical Population of the study was females' students from Kosar university of Bojnord and, among which 327 students were selected by random sampling method. Participants completed ADHD Self-report Questionnaire (ASRS), Internet Addiction Test (IAT), Depression, Anxiety and Stress Scale (Das-21), and Social Phobia Inventory (SPIN). Data were analyzed by applying Pearson correlation coefficient and canonical correlation analysis statistical tests and SPSS version 23. Pearson correlation's results showed that ADHD components (attention deficit and hyperactivity/impulsivity) had positive significant relationships with internet addiction, depression, anxiety, stress and social phobia (p<0.01). In addition, canonical correlation results indicated there were significant relationships between attention deficit and internet addiction, depression, stress and social phobia and also hyperactivity/impulsivity and internet addiction, depression, anxiety and stress. However, there was no significant relationship between attention deficit and anxiety, and hyperactivity/impulsivity and social phobia (p>0.05). ADHD related to many psychological disorders. So it seems to screen students with the disorder and designing some treatment interventions for these students to decrease negative consequences are required. |
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| ISSN: | 2148-9378 |
