The effect of social devaluation, labeling, and familiarity on children's attitudes and behavioral intentions toward a peer with symptoms of ADHD.
Saved in:
| Title: | The effect of social devaluation, labeling, and familiarity on children's attitudes and behavioral intentions toward a peer with symptoms of ADHD. |
|---|---|
| Authors: | Greenway, Charlotte W. (AUTHOR), Robinson, Ammanys H. (AUTHOR), King, Janice M. (AUTHOR) |
| Source: | Psychology in the Schools. Nov2023, Vol. 60 Issue 11, p4452-4465. 14p. |
| Subjects: | Childhood attitudes, Attention-deficit hyperactivity disorder, Parent attitudes, Youth with attention-deficit hyperactivity disorder, Externalizing behavior, Symptoms |
| Geographic Terms: | United Kingdom |
| Abstract: | The present study examined the attitudes and behavioral intentions of 336 children aged 7–11 toward a hypothetical peer with symptoms of attention‐deficit hyperactivity disorder (ADHD) to determine whether they were influenced by labeling, social devaluation, or familiarity. Children read one of five vignettes describing the behavior of a gender‐neutral peer before completing self‐report measures of attitudes and behavioral intentions. Results showed children held predominantly negative attitudes toward the hypothetical peer, which were more pronounced for inattentive than hyperactive/impulsive symptoms. These findings suggest that children were more likely to devalue internalizing rather than externalizing behaviors. Children also reported being more likely to engage in active/recreational and social activities rather than academic activities. In addition, the diagnostic label "ADHD" led to more negative attitudes and behavioral intentions, while knowing someone with ADHD mediated the negative effect of hyperactive/impulsive symptoms on attitudes and behavioral intentions. Finally, significant positive relationships were found between attitudes and children's willingness to engage in social, academic, and physical activities. Policy and practice implications of these findings are discussed. Practitioner points: Most children in this study held negative attitudes toward attention‐deficit hyperactivity disorder (ADHD) and were less likely to engage with an individual displaying ADHD behaviors.Labeling had a negative effect on attitudes and behavioral intentions toward ADHD.Hyperactive/impulsive behaviors appear commonplace in UK primary school classrooms, with children holding more positive attitudes and behavioral intentions toward these behaviors when compared with inattentive behaviors. This was also the case when children knew someone with ADHD. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The present study examined the attitudes and behavioral intentions of 336 children aged 7–11 toward a hypothetical peer with symptoms of attention‐deficit hyperactivity disorder (ADHD) to determine whether they were influenced by labeling, social devaluation, or familiarity. Children read one of five vignettes describing the behavior of a gender‐neutral peer before completing self‐report measures of attitudes and behavioral intentions. Results showed children held predominantly negative attitudes toward the hypothetical peer, which were more pronounced for inattentive than hyperactive/impulsive symptoms. These findings suggest that children were more likely to devalue internalizing rather than externalizing behaviors. Children also reported being more likely to engage in active/recreational and social activities rather than academic activities. In addition, the diagnostic label "ADHD" led to more negative attitudes and behavioral intentions, while knowing someone with ADHD mediated the negative effect of hyperactive/impulsive symptoms on attitudes and behavioral intentions. Finally, significant positive relationships were found between attitudes and children's willingness to engage in social, academic, and physical activities. Policy and practice implications of these findings are discussed. Practitioner points: Most children in this study held negative attitudes toward attention‐deficit hyperactivity disorder (ADHD) and were less likely to engage with an individual displaying ADHD behaviors.Labeling had a negative effect on attitudes and behavioral intentions toward ADHD.Hyperactive/impulsive behaviors appear commonplace in UK primary school classrooms, with children holding more positive attitudes and behavioral intentions toward these behaviors when compared with inattentive behaviors. This was also the case when children knew someone with ADHD. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00333085 |
| DOI: | 10.1002/pits.23004 |
