ABSTRACT

Objective

Although peer difficulties and sluggish cognitive tempo (SCT) are related, studies have yet to examine environmental factors that may advance further understanding of this association. The current study tested whether peer difficulties, specifically social competence and peer victimization, interacted with school support, a component of school climate, in relation to adolescents’ SCT symptoms. Further, we explored whether these relations would be differentially associated with SCT in adolescents with and without attention-deficit/hyperactivity disorder (ADHD).

Method

Adolescents (N = 288; M_age = 14.08, 45% female, 82.6% White; 52% with ADHD) completed measures of social competence, peer victimization, school climate support, and SCT and ADHD inattentive (IN) symptoms. Parents also reported on adolescents’ social competence, SCT, and ADHD-IN symptoms.

Results

Results indicated that adolescent and parent ratings of lower social competence were both associated with higher adolescent-reported SCT symptoms in the context of low, but not high, school support. Relational and nonphysical victimization were associated with higher self-reported SCT symptoms in the context of low school support. Lower adolescent- and parent-reported social competence were also related to higher parent-reported SCT symptoms, with these associations not moderated by school support. These results remained after controlling for demographics and ADHD-IN symptoms and were similar across adolescents with and without ADHD.

Conclusions

Findings from the current study are the first to provide evidence that peer difficulties and school climate are jointly related to adolescents’ self-reported SCT and underscore the importance of continued research investigating social adversity and environmental factors in relation to SCT.

中文翻译：

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学校支持不足加剧了同伴困难与青少年认知速度迟缓之间的联系

 抽象的

 客观的

尽管同伴困难和认知节奏缓慢（SCT）之间存在相关性，但研究尚未检验可能促进进一步理解这种关联的环境因素。目前的研究测试了同伴困难（特别是社交能力和同伴受害）是否与学校支持（学校氛围的一个组成部分）相互作用，与青少年的 SCT 症状相关。此外，我们还探讨了在患有或不患有注意力缺陷/多动障碍 (ADHD) 的青少年中，这些关系是否与 SCT 存在差异相关。

 方法

青少年（ N = 288；男性_年龄= 14.08，45% 为女性，82.6% 为白人；52% 患有 ADHD）完成了社交能力、同伴受害、学校氛围支持以及 SCT 和 ADHD 注意力不集中 (IN) 症状的测量。家长还报告了青少年的社交能力、SCT 和 ADHD-IN 症状。

 结果

结果表明，在学校支持较低而非较高的情况下，青少年和家长对较低社交能力的评价都与青少年报告的较高 SCT 症状相关。在学校支持较低的情况下，关系和非身体伤害与较高的自我报告 SCT 症状相关。青少年和家长报告的社交能力较低也与家长报告的 SCT 症状较高有关，但这些关联不受学校支持的调节。在控制了人口统计数据和 ADHD-IN 症状后，这些结果仍然存在，并且在患有和不患有 ADHD 的青少年中相似。

 结论

目前的研究结果首次提供了证据，证明同伴困难和学校氛围与青少年自我报告的 SCT 共同相关，并强调了继续研究与 SCT 相关的社会逆境和环境因素的重要性。