Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran
Abstract: (31 Views)
Background and Aim: Attention-deficit/hyperactivity disorder (ADHD) is associated with significant challenges in social Adaptation. Given the role of internal factors such as self-perception and self-control in social behavior, as well as the importance of regulatory processes, this study aimed to develop a social adaptation model based on self-perception and self-control, with the mediating role of emotional self-regulation in children with ADHD
Method: This descriptive-correlational study was based on Structural Equation Modeling (SEM). The statistical population included children with ADHD in primary schools in Borujerd during the winter of 2026. A sample of 309 individuals was selected using convenience sampling. The research instruments included standardized questionnaires for social adaptation, children's self-perception, self-control, and emotional self-regulation. Data were analyzed using the Maximum Likelihood method in AMOS-24.0 software.
Results: The final model demonstrated a good fit to the data (RMSEA=0.068; CFI=0.99; TLI=0.99; χ²/df=1.088). Self-control and self-perception had significant direct effects on emotional self-regulation, and emotional self-regulation had a significant direct effect on social adaptation. The direct effect of self-perception on social adaptation was not significant; however, its indirect effect through emotional self-regulation was significant (β=0.042, 95% CI: 0.015–0.085, p=0.007). Self-control also had significant direct (β=0.218, p=0.004) and indirect effects (β=0.075, 95% CI: 0.038–0.121, p=0.015) on social adaptation.
Conclusion The findings indicated that self-perception and self-control were positively and significantly associated with emotional self-regulation. Self-control was associated with social adaptation both directly and indirectly through emotional self-regulation, while self-perception was indirectly associated with social adaptation through emotional self-regulation. Overall, the findings highlight the role of these three variables in explaining social adaptation among children with ADHD.
Method: This descriptive-correlational study was based on Structural Equation Modeling (SEM). The statistical population included children with ADHD in primary schools in Borujerd during the winter of 2026. A sample of 309 individuals was selected using convenience sampling. The research instruments included standardized questionnaires for social adaptation, children's self-perception, self-control, and emotional self-regulation. Data were analyzed using the Maximum Likelihood method in AMOS-24.0 software.
Results: The final model demonstrated a good fit to the data (RMSEA=0.068; CFI=0.99; TLI=0.99; χ²/df=1.088). Self-control and self-perception had significant direct effects on emotional self-regulation, and emotional self-regulation had a significant direct effect on social adaptation. The direct effect of self-perception on social adaptation was not significant; however, its indirect effect through emotional self-regulation was significant (β=0.042, 95% CI: 0.015–0.085, p=0.007). Self-control also had significant direct (β=0.218, p=0.004) and indirect effects (β=0.075, 95% CI: 0.038–0.121, p=0.015) on social adaptation.
Conclusion The findings indicated that self-perception and self-control were positively and significantly associated with emotional self-regulation. Self-control was associated with social adaptation both directly and indirectly through emotional self-regulation, while self-perception was indirectly associated with social adaptation through emotional self-regulation. Overall, the findings highlight the role of these three variables in explaining social adaptation among children with ADHD.
Keywords: Attention Deficit Hyperactivity Disorder, Social Adaptation, Self-Perception, Self-Control, Emotional self-regulation, Children
Type of Study: Research(Original) |
Subject:
روانشناسی آموزش کودکان استثایی
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