Objective: This study examined preschoolers with teacher-reported or parent-reported situational hyperactivity, and whether they differed in terms of behavioral problems, attentional problems, and parenting perceptions. Method: We used the Conners’ Kiddie Continuous Performance Test and the Color Flanker Task to assess 99 preschoolers with pervasive high-ADHD-symptoms (42), school-situational high-ADHD-symptoms (30), or home-situational high-ADHD-symptoms (27), plus 111 preschoolers with pervasive low-ADHD-symptoms. Parents and teachers reported externalizing/internalizing behavioral problems. Parenting perceptions were measured with the Parenting Stress Index-Short Form and a parenting perceptions scale. Results: Preschoolers with school-situational high-ADHD-symptoms had deficits in attentional control. Parents of preschoolers with home-situational high-ADHD-symptoms had higher levels of parental stress and perceived their parenting to be harsher. Preschoolers with pervasive high-ADHD-symptoms had deficits in attentional control, increased parental stress, and parents with harsher parenting perceptions. Conclusion: Preschoolers with situational high-ADHD-symptoms may have different contextual risk factors related to ADHD symptoms reported by parents versus teachers.

目标：本研究调查了有教师报告或家长报告的情境性多动症的学龄前儿童，以及他们在行为问题、注意力问题和养育观念方面是否存在差异。方法：我们使用 Conners 的 Kiddie 连续表现测试和 Color Flanker Task 来评估 99 名患有普遍的高度多动症症状 (42)、学校情境高度多动症症状 (30) 或家庭情境高度多动症的学龄前儿童-症状 (27)，加上 111 名患有普遍性低多动症症状的学龄前儿童。家长和老师报告了外化/内化行为问题。育儿观念是用育儿压力指数-简表和育儿观念量表来衡量的。结果：具有学校情境高 ADHD 症状的学龄前儿童在注意力控制方面存在缺陷。有家庭情境高多动症症状的学龄前儿童的父母有更高的父母压力，并认为他们的养育方式更严厉。普遍存在高度多动症症状的学龄前儿童在注意力控制方面存在缺陷，父母压力增加，父母的养育观念更严厉。结论：具有情境性高 ADHD 症状的学龄前儿童可能具有与父母和教师报告的 ADHD 症状相关的不同背景风险因素。