Western Kentucky University
ADD/ADHD and Self-Concept; the Link Between
Institution
Western Kentucky University
Faculty Advisor/ Mentor
Anne Rim
Abstract
This research intends to provide empirical support for the negative correlation between self-reported Attention Deficit Disorder (ADD) and/or Attention Deficit Hyperactivity Disorder (ADHD) characteristics and self-reported academic and general self-concept in gifted adolescents. Participants included 116 adolescents enrolled in one of two summer programs for the gifted. Self-concept was measured using the Self Description Questionnaire II. Self-reported symptoms of ADD/ADHD were measured using the Conners’ ADHD/DSM-IV Scales-Adolescent. Participants also filled out a demographic questionnaire. Results suggest a significant negative correlation between the adolescents’ academic self-concept and the inattention symptom of ADHD, the DSM-IV symptoms subscale scores, and the potential for the development of ADD/ADHD. Results also suggest a negative correlation between the adolescents’ general self-concept and the inattention symptom of ADHD, the hyperactivity symptom of ADHD, DSM-IV symptoms subscale scores, and the potential for the development of ADD/ADHD. Implications for educators and administrators are provided.
ADD/ADHD and Self-Concept; the Link Between
This research intends to provide empirical support for the negative correlation between self-reported Attention Deficit Disorder (ADD) and/or Attention Deficit Hyperactivity Disorder (ADHD) characteristics and self-reported academic and general self-concept in gifted adolescents. Participants included 116 adolescents enrolled in one of two summer programs for the gifted. Self-concept was measured using the Self Description Questionnaire II. Self-reported symptoms of ADD/ADHD were measured using the Conners’ ADHD/DSM-IV Scales-Adolescent. Participants also filled out a demographic questionnaire. Results suggest a significant negative correlation between the adolescents’ academic self-concept and the inattention symptom of ADHD, the DSM-IV symptoms subscale scores, and the potential for the development of ADD/ADHD. Results also suggest a negative correlation between the adolescents’ general self-concept and the inattention symptom of ADHD, the hyperactivity symptom of ADHD, DSM-IV symptoms subscale scores, and the potential for the development of ADD/ADHD. Implications for educators and administrators are provided.