Investigating the Effectiveness of Verbal Self-education Training on Academic Procrastination and Symptoms of Attention Deficit/Hyperactivity Disorder in Adolescent Boys With Attention-deficit/Hyperactivity Disorder

IF 1.2 Q3 PSYCHOLOGY, CLINICAL Clinical Practice in Pediatric Psychology Pub Date : 2023-04-01 DOI:10.32598/jpcp.11.2.851.1

M. Rostami, S. Bakhtiarpour, F. Hafezi

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引用次数: 1

Abstract

Objective: This research aims to study the effectiveness of verbal self-instruction training on symptoms of attention-deficit/hyperactivity disorder (ADHD) and academic procrastination in male teenagers with ADHD. Methods: This was a quasi-experimental study with a pre-test, post-test, and follow-up with a control group. The statistical population included all male teenagers with ADHD in Tabriz City, Iran. A total of 30 male teenagers with ADHD were selected via the purposive sampling method and were randomly assigned to experimental and control groups. The research tools were the child symptom inventory-4 questionnaire and the Solomon and Rothblum academic procrastination scale. Descriptive statistical indices and the analysis of covariance tests were employed for data description and testing of the research hypotheses. Results: The F ratio of the univariate analysis of covariance for dependent variables showed a significant difference in the variables of academic procrastination and ADHD symptoms between the experimental and the control (P>0.001) group. Accordingly, verbal self-instruction is effective in improving academic procrastination and ADHD. Conclusion: The results showed that verbal self-instruction training affects symptoms of ADHD and academic procrastination.

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言语自我教育训练对青春期男孩学业拖延和注意缺陷/多动障碍症状的影响

目的:研究言语自我指导训练对男性青少年注意力缺陷多动障碍(ADHD)和学业拖延症状的影响。方法:本研究为准实验研究，采用前测、后测和对照组随访。统计人群包括伊朗大不里士市所有患有ADHD的男性青少年。采用目的抽样的方法，选取30名患有ADHD的男性青少年，随机分为实验组和对照组。研究工具为儿童症状量表-4和Solomon and Rothblum学业拖延量表。采用描述性统计指标和协方差分析检验进行数据描述和研究假设检验。结果:因变量单变量协方差分析F比显示，实验组与对照组在学业拖延和ADHD症状变量上差异有统计学意义(P < 0.001)。因此，语言自我指导在改善学习拖延症和多动症方面是有效的。结论:言语自我指导训练对ADHD和学业拖延症状有影响。

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来源期刊

Clinical Practice in Pediatric Psychology Psychology-Clinical Psychology

CiteScore

2.30

自引率

18.20%

发文量

期刊介绍： Clinical Practice in Pediatric Psychology® publishes articles representing the professional and applied activities of pediatric psychology. The journal comprehensively describes the breadth and richness of the field in its diverse activities;complements the scientific development of the field with information on the applied/clinical side;provides modeling that addresses the ways practicing pediatric psychologists incorporate empirical literature into day-to-day activities;emphasizes work that incorporates and cites evidence from the science base; andprovides a forum for those engaged in primarily clinical activities to report on their activities and inform future research activities. Articles include a range of formats such as commentaries, reviews, and clinical case reports in addition to more traditional empirical clinical studies. Articles address issues such as: professional and training activities in pediatric psychology and interprofessional functioning;funding/reimbursement patterns and the evaluation of the cost-effectiveness of clinical services;program development;organization of clinical services and workforce analyses;applications of evidence based interventions in "real world" settings with particular attention to potential barriers and solutions and considerations of diverse populations;critical analyses of professional practice issues;clinical innovations, e.g., emerging use of technology in clinical practice;case studies, particularly case studies that have enough detail to be replicated and that provide a basis for larger scale intervention studies; andorganizational, state and federal policies as they impact the practice of pediatric psychology, with a particular emphasis on changes due to health care reform.