Predictors and Mechanisms of Resilience for High School Students with ADHD: A Prospective Longitudinal Study

Document Type

Journal Article

Publication Date

5-15-2024

Journal

Child psychiatry and human development

DOI

10.1007/s10578-024-01704-3

Keywords

Adolescence; Attention-deficit/hyperactivity disorder; Resilience; Self-efficacy; Stress-is-enhancing mindset

Abstract

Attention-deficit/hyperactivity disorder (ADHD) has primarily been studied from a deficit-focused perspective. However, there are individuals with ADHD who exhibit resilience or a pattern of positive adaptation despite the risks associated with their diagnosis. The present study evaluated whether peer acceptance predicted resilience for adolescents with ADHD and if self-efficacy or a stress-is-enhancing mindset served as mechanisms of those relations. Participants included 113 comprehensively evaluated adolescents with ADHD (67% male) across three time-points (10th-12th grade). Mediation analyses revealed higher T1 peer acceptance significantly predicted higher resilience (β = 0.24) 1.5-2 years later, with higher T2 self-efficacy (β = 0.08) demonstrating a significant indirect effect of the association. A stress-is-enhancing mindset directly predicted resilience (β = 0.15) but was not associated with peer acceptance nor mediated the association between peer acceptance and resilience. Present results are the first to provide longitudinal evidence for peer acceptance, self-efficacy, and a stress-is-enhancing mindset as important for promoting resilience among adolescents with ADHD.

Department

Psychiatry and Behavioral Sciences

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