The purpose of this study was to investigate the self-perception bias (SPB) in adolescents with attention-deficit hyperactivity disorder (ADHD). The SPB was defined as adolescent underestimation of their learning and behavior problems in comparison to parent- or teacher-reports or a standardized achievement test. The sample comprised 74 adolescents, ages 13 to 18 (40 ADHD; 34 comparison). Compared to adolescents without ADHD, adolescents with ADHD underreported their symptoms and impairment when parent-reports, but not teacher-reports were the indicator of performance. Adolescents with ADHD, however, reported more difficulties in all areas of functioning than adolescents without ADHD. In the sample of adolescents with ADHD, self- and parent-reports of learning problems, but not teacher-reports, were significantly associated with adolescent total academic achievement test score. Adolescents with learning problems as measured by the achievement test, and social problems as rated by parents, reported higher levels of these difficulties than adolescents whose functioning was in the average range; however, adolescents with clinical levels of oppositional behaviors, as rated by parents or teachers, did not report elevated levels of these behaviors. Depressive symptoms were associated with a lower SPB. Implications of these findings for psychologists’ use of self-report measures with adolescents with ADHD are discussed.

这项研究的目的是调查患有注意缺陷多动障碍（ADHD）的青少年的自我知觉偏见（SPB）。与父母或老师的报告或标准化的成绩测试相比，SPB被定义为青少年对其学习和行为问题的低估。该样本包括74位13至18岁的青少年（40位多动症； 34位比较）。与没有多动症的青少年相比，有多动症的青少年在父母的报告而不是教师的报告作为表现的指标时少报告了症状和损伤。然而，患有多动症的青少年比没有多动症的青少年在所有功能方面的困难更大。在患有多动症的青少年样本中，学习问题的自我和父母报告，而不是教师报告，与青少年总学业成绩测验分数显着相关。根据成就测验测验的有学习问题的青少年和经父母评定为社会问题的青少年比那些处于平均水平的青少年报告的这些困难的水平更高；然而，根据父母或老师的评价，具有相反行为的临床水平的青少年并未报告这些行为的水平升高。抑郁症状与较低的SPB有关。讨论了这些发现对心理学家对患有多动症的青少年使用自我报告措施的意义。报告的这些困难的水平高于其功能在平均范围内的青少年；但是，根据父母或老师的评价，具有临床对立行为水平的青少年并未报告这些行为水平升高。抑郁症状与较低的SPB有关。讨论了这些发现对心理学家对患有多动症的青少年使用自我报告措施的意义。报告的这些困难的水平高于其功能在平均范围内的青少年；但是，根据父母或老师的评价，具有临床对立行为水平的青少年并未报告这些行为水平升高。抑郁症状与较低的SPB有关。讨论了这些发现对心理学家对患有多动症的青少年使用自我报告措施的意义。