Previous studies have shown that students with ADHD symptoms are more likely to have problems in all aspects of adaptation. The aim of this study is to identify ADHD symptoms that predict maladjustment in the general population of students. Hyperactivity, impulsiveness and inattention were examined with respect to academic, social and emotional adjustment. Elementary school students (average age M = 12.72, SD = 1.62) participated in the study (N = 501). The instruments used were: Hyperactivity-Impulsivity-Attention Scale, Croatian version of Self-efficacy questionnaire for children, Emotional competence questionnaire, self-assessment of peer acceptance and school success. Inattention was a significant predictor of problems in all aspects of adaptation, i.e. academic (β = -0.317; β = -0.528; p < 0.001), social (β = -0.269; β = -0.430; p < 0.001) and emotional adjustment (β = -0.225; β = -0.367; p < 0.01). Impulsiveness was only a significant predictor of academic self-efficacy (β = -0.187, p < 0.01), whereas hyperactivity was only significant for emotional competence (β = -0.174, p < 0.05). Since inattention proved to be a dominant problem, it is recommended that experts working with children make an effort to increase attention and concentration as a prevention strategy for adaptation problems of all students.

中文翻译：

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自我评估的多动症症状作为小学生风险适应因素

先前的研究表明，患有ADHD症状的学生在适应的各个方面更容易出现问题。这项研究的目的是确定多动症的症状，可以预测一般学生的不良适应。在学术，社交和情绪调节方面检查了多动，冲动和注意力不集中。小学学生（平均年龄M = 12.72，SD = 1.62）参加了研究（N = 501）。使用的工具包括：多动-冲动-注意量表，克罗地亚语版本的儿童自我效能感调查表，情绪能力调查表，同伴接纳和学校成功的自我评估。注意力不集中是适应各方面问题的重要预测指标，即学术性（β= -0.317；β= -0.528； p <0.001），社会性（β= -0.269；β= -0.430； p <0。001）和情绪调节（β= -0.225;β= -0.367; p <0.01）。冲动只是学业自我效能感的重要预测指标（β= -0.187，p <0.01），而活动过度仅对情感能力有显着影响（β= -0.174，p <0.05）。由于事实证明注意力不集中是一个主要问题，因此建议与儿童一起工作的专家努力提高注意力和注意力，作为所有学生适应问题的预防策略。