Self-handicapping prior to academic-oriented tasks in children with Attention Deficit/Hyperactivity Disorder (ADHD): Medication effects and comparisons with controls Article

Waschbusch, DA, Craig, R, Pelham, WE et al. (2007). Self-handicapping prior to academic-oriented tasks in children with Attention Deficit/Hyperactivity Disorder (ADHD): Medication effects and comparisons with controls . JOURNAL OF ABNORMAL CHILD PSYCHOLOGY, 35(2), 275-286. 10.1007/s10802-006-9085-0

cited authors

  • Waschbusch, DA; Craig, R; Pelham, WE; King, S

authors

abstract

  • Examined self-handicapping prior to academic-oriented tasks in children with and without ADHD and examined whether stimulant medication influenced self-handicapping. Participants were 61 children ages 6 to 13, including 22 children with ADHD tested after taking a placebo, 21 children with ADHD tested after taking stimulant medication, and 18 non-ADHD controls. Participants completed three measures of self handicapping and also completed self-evaluations of their performance. Results showed greater self handicapping and more positive self-evaluations in children with ADHD than in controls regardless of medication condition. Findings suggest children with ADHD may use self handicapping to ameliorate the effects of experiencing high rates of academic failure. © 2006 Springer Science+Business Media, LLC.

publication date

  • April 1, 2007

published in

Digital Object Identifier (DOI)

start page

  • 275

end page

  • 286

volume

  • 35

issue

  • 2