Human Ecology Research

  • 제55권4호
  • /
  • Pages.433-440
  • /
  • 2017
  • /
  • 2982-5725(pISSN)
  • /
  • 2982-6608(eISSN)
대한가정학회 (The Korean Home Economics Association)
권호 표지
DOI QR코드

DOI QR Code

유아의 주의력결핍, 과잉행동성향과 또래거부 및 친구관계의 관련성에서 친사회성의 중재효과

Moderating Effects of Prosocial Behavior on Association between ADHD and Peer Rejection, Friendship of Preschoolers

  • 신유림 (가톨릭대학교 아동학 전공)
  • Shin, Yoolim (Department of Child & Family Studies, The Catholic University of Korea)
  • 투고 : 2017.04.10
  • 심사 : 2017.07.10
  • 발행 : 2017.08.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

The purpose of the research was to examine the moderating effects of children's prosocial behavior on a potential relationship of attention-deficit/hyperactivity disorder and peer rejection as well as friendship. Participants consisted of 252, 3 year old including 136 boys and 116 girls. They were recruited from day care centers and preschools in Gyeonggi province and Incheon city. Prosocial behavior and attention-deficit/hyperactivity disorder syndrome were assessed based on teacher ratings. A peer nomination inventory was used to assess peer rejection and friendship. Children were asked to nominate three peers that they liked and considered friends as well as three peers that they did not like and did not consider friends. Findings suggested that prosocial behavior moderated the relation between attention-deficit/hyperactivity disorder and peer rejection as well as friendship. ADHD was related to peer rejection and fewer friends for children with lower levels of prosocial behavior. However, the association of attention-deficit/hyperactivity disorder and peer rejection was not significant for children who had higher levels of prosocial behavior. Moreover, attention-deficit/hyperactivity disorder did not influence to friendship for children who had the higher levels of prosocial behavior. The results indicate that increasing prosocial behavior may improve peer relationship functioning of children with attention-deficit/hyperactivity disorder.

키워드

참고문헌

  1. Asher, S. R., & Mcdonald, K. L. (2009). The behavior basis of acceptance, rejection, and perceived popularity. In K. H. Rubin, W. M. Bukowski, & B. Lauren (Eds.), Handbook of peer interactions, relationships, and groups (pp. 232-248). New York: Guilford.
  2. Asher, S. R., Parker, J. G., & Walker, D. L. (1996). Distinguishing friendship from acceptance: Implications for intervention and assessment. In W. M., Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: friendship during childhood and adolescence (pp. 366-405). New York: Cambridge University Press.
  3. Bagwell, C. L., Moilina, B. S., Pelham, W. E., & Hoza, B. (2001). Attention-deficit/hyperactivity disorder and problems in peer relations: Predictions from childhood to adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 40 (11), 1285-1292. https://doi.org/10.1097/00004583-200111000-00008
  4. Bierman, K. L., Torres, M. M., Domitrovich, C. E., Welsh, J. A., & Gest, S. D. (2009). Behavioral and cognitive readiness for school: Cross-domain associations for children attending Head Start. Social Development, 18 (2), 305-323. https://doi.org/10.1111/j.1467-9507.2008.00490.x
  5. DuPaul, G. J. (1991). Parent and teacher ratings of ADHD symptoms Psychometric properties in a community-based sample. Journal of Clinical Child Psychology, 20 (3), 245-253. http://dx.doi.org/10.1207/s15374424jccp2003_3
  6. Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology : Vol. 3., Social, emotional, and personality development (6th Ed., pp 646-778). New York, NY: Wiley.
  7. Eisenberg, N., Guthrie, I. K., Murphy, B. C., Shepard, S. A., Cumberland, A., & Carlo, G. (1999). Consistency and development of prosocial dispositions: A longitudinal study. Child Development, 70 (6), 1360- 1372. http://dx.doi.org/10.1111/1467-8624.00100
  8. Erhardt, D., & Hinshaw, S. P. (1994). Initial sociometric impressions of Attention-deficit hyperactivity disorder and comparison boys: predictions from social behaviors and from nonbehavioral variables. Journal of Consulting and Clinical Psychology, 62 (4), 833-842. http://dx.doi.org/10.1037/0022-006X.62.4.833
  9. Fonzi, A., Schneider, B. H., Tani, F., & Tomada, G. (1997). Predicting children's friendship status from their dyadic interaction in structured situations of potential conflict. Child Development, 68 (3), 496-506. http://dx.doi.org/10.1111/j.1467-8624.1997.tb01954.x
  10. Gresham, F. M., Macmillan, D. L., Bocian, K. M., Ward, S. L., & Forness, S. R. (1998). Comorbidity of hyperactivity-impulsivity-inattention and conduct problems: Risk factors in social, affective, and academic domains. Journal of Abnormal Child Psychology, 26 (5), 393-406. http://dx.doi.org/10.1023/A:1021908024028
  11. Griese, E. R., & Buhs, E. S. (2014). Prosocial behavior as a protective factor for children's peer victimization. Journal of Youth Adolescence, 43 (7), 1052-1065. http://dx.doi.org/10.1007/s10964-013-0046-y
  12. Griese, E. R., Buhs, E. S., & Lester, H. F. (2016). Peer victimization and prosocial behavior trajectories: Exploring sources of resilience for victims. Journal of Applied Developmental Psychology, 44 (1), 1-11. https://doi.org/10.1016/j.appdev.2016.01.009
  13. Hay, D. F., & Cook, K. V. (2007). The transformation of prosocial behavior from infancy to childhood. In C. A. Brownell & C. B. Kopp (Eds.), Socioemotional development in the toddler years: Transitions and transformations (pp. 100-131). New York: Guilford
  14. Hinshaw, S. P., Henker, B., Whalen, C. K., Erhardt, D., & Dunnington, JR. R. E. (1989). Aggressive, prosocial, and nonsocial behavior in hyperactive boys: dose effects of methylphenidate in naturalistic settings. Journal of Consulting and Clinical Psychology, 57 (5), 636-643. http://dx.doi.org/10.1037/0022006X.57.5.636
  15. Holmberg, K., & Hjern, A. (2008). Bullying and attention-deficithyperactivity disorder in 10-year-olds in a Swedish community. Developmental Medicine & Child Neurology, 50 (2), 134-138. http://dx.doi.org/10.1111/j.1469-8749.2007.02019.x
  16. Howes, C. (1983). Patterns of friendship. Child Development, 54 (4), 1041-1053. http://dx.doi.org/10.2307/1129908
  17. Hoza, B. (2007). Peer functioning in children with ADHD. Ambulatory Pediatrics, 7 (1), 101-106. http://dx.doi.org/10.1016/j.ambp.2006.04.011
  18. Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al., (2005). What aspects of peer relationships are impaired in children with attention-deficit-hyperactivity disorder? Journal of Consulting and Clinical Psychology, 73 (3), 411-423. http:// dx.doi.org/10.1037/0022-006X.73.3.411
  19. Luengo Kanacri, B. P., Pastorelli, C., Eisenberg, N., Zuffiano, A., & Caprara, G. V. (2013). The development of prosociality form adolescence to early adulthood: The role of effortful control. Journal of Personality, 81 (3), 302-312. http://dx.doi.org/10.1111/jopy.12001
  20. Lafreniere, P. J., & Dumas, J. E. (1996). Social competence and behavior evaluation in children aged 3 to 6 years: The short form. Psychological Assessment, 8 (4), 369-377. http://dx.doi. org/10.1037/10403590.8.4.369
  21. Mrug, S., Hoza, B., Pelham, W. E., Gnagy, E. M., & Greiner, A. R. (2007). Behavior and peer status in children with ADHD: Continuity and change. Journal of Attention Disorder, 10 (4), 359-371. http://dx.doi.org/10.1177/1087054706288117
  22. Mrug, S., Molina, B. S., Hoza, B., Gerdes, A. C., Hinshaw, S. P., Hechetman, L., & Arnold, L. F. (2012). Peer rejection and friendships in children with attention-deficit/hyperactivity disorder: Contributions to long-term outcomes. Journal of Abnormal Child Psychology, 40 (6), 1013-1023. http://dx.doi.org/10.1007/s10802-012- 9610-2
  23. Normand, S., Schneider, B. H., Lee, M. D., Masionneuve, M. F., Kuehn, S. M., & Robaey, P. (2011). How do children with ADHD (mis)manage their real-life dyads friendship? A multi-method investigation. Journal of Abnormal Child Psychology, 39 (2), 293-305. http://dx.doi.org/10.1007/s10802-010-9450-x
  24. Schneider, B. H., Weiener, J., & Murphy, K. (1994). Children's friendship: the giant step beyond peer acceptance. Journal of Social and Personal Relationships. 11(3), 323-340. http://dx.doi.org/10.1177/0265407594113001
  25. Schwartz, D., Farver, J. M., Chang, L., & Lee-Shin, Y. (2002). Victimization in South Korean children's peer groups. Journal of Abnormal Child Psychology, 30 (2), 113-125. http://dx.doi.org/10.1023/A:1014749131245
  26. Sebanc, A. M., Kearns, K. T., Hernandez, M. D., & Galvin, K. B. (2007). Predicting having a best friend in young children: Individual characteristics and friendship features. The Journal of Genetic Psychology Research and Theory on Human Development, 168 (1), 81-96. https://doi.org/10.3200/GNTP.168.1.81-96
  27. Sonuga-Barke, E. J. S., Auerbach, J., Campbell, S. B., Daley, D., & Thompson, M. (2005). Varieties of preschool hyperactivity: multiple pathways from risk to disorder, Developmental Science , 8 (2), 141-150. http://dx.doi.org/10.1111/j.1467-7687.2005.00401.x
  28. Swords, L., Heary, C., & Hennessy, E. (2011). Factors associated with acceptance of peers with mental health problems in childhood and adolescence. Journal of Child Psychology and Psychiatry, 52 (9), 933-941. http://dx.doi.org/10.1111/j.1469-7610.2010.02351.x
  29. Tseng, W. L., Kawabata, Y., Gau, S. S., Banny, A. M., Lingras, K. A. L., & Crick, N. R. (2012). Relations of inattention and hyperactivity/ impulsivity to preadolescent peer functioning: the mediating roles of aggressive and prosocial behaviors. Journal of Clinical Child & Adolescent Psychology, 41 (3), 275-287. http://dx.doi.org/10.1080/15 374416.2012.656556
  30. Tseng, W. L., Kawabata, Y., Gau, S. S., & Crick, N. R. (2014). Symptoms of attention-deficit/hyperactivity disorder and peer functioning: a transactional model of development. Journal of Abnormal Child Psychology, 42 (8), 1353-1365. http://dx.doi.org/10.1007/s10802- 014-9883-8
  31. Vitaro, F., Gagnon, C., & Tremblay, R. E. (1990). Predicting stable peer rejection from kindergarten to grade one. Journal of Clinical Child psychology, 19 (3), 257-264. http://dx.doi.org/10.1207/s15374424jccp1903_9