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Dissertation
Self-competence, self-efficacy, and locus of control: patterns of perceived control in children with attention-deficit/hyperactivity disorder
Doctor of Philosophy (Ph.D.), Medical College of Pennsylvania and Hahnemann University
Aug 1999
DOI:
https://doi.org/10.17918/00007438
Abstract
The problematic social behavior of children with Attention-Deficit/Hyperactivity Disorder (ADHD) appears to be primarily a deficit of social skills performance, rather than one of social skills knowledge. In general, children with ADHD are able to explain, select, and demonstrate appropriate behaviors in hypothetical situations (Hoza & Pelham, 1995), yet they do not engage in the same behavior in actual social interactions with peers. Such behaviors likely contribute to the interpersonal difficulties and peer rejection experienced by children with ADHD. It is possible that for children with ADHD, the construct of perceived control (Weisz, 1986) may mediate the relationship between adequate social knowledge and detrimental social performance. This construct of perceived control, based on Bandura's (1977) social learning theory, includes: (1) perceived contingency (i.e. locus of control); and (2) perceived competency (i.e. self-efficacy and self-competence). Variables of perceived control are considered to be cognitive-motivational factors within the larger construct of social cognition (See Figure 1). The present study explored the hypothesis that children with ADHD have biased perceptions of control which are inversely related to parent and teacher rated behavioral difficulties (i.e. inattention, hyperactivity-impulsivity, and aggression), and social competence. It was hypothesized that higher levels of perceived control would be associated with lower levels of behavioral difficulties and higher levels of social competence. Contrary to hypotheses, perceived control and behavioral difficulties were not strongly related in the present sample (n = 152). Also, no statistically significant relationships between perceived control and social competence were identified in univariate or multivariate analyses. The integration of newer theoretical perspectives of ADHD into the proposed model may explain the lack of current support for hypothesized relationships. Specifically, according to Barkley's (1997a) behavioral disinhibition theory, perceptions of control may not be relevant to social performance deficits in children with ADHD, as these children may be delayed in developing the ability to engage in long-term cognitive-mediational processes. Future research will require the recognition of the complexity of social skills difficulties in children with attentional/behavioral difficulties. It will be important to consider cognitive motivational processes in the context of such theoretical models to enhance our understanding of the effects of such factors on the social functioning of children with ADHD.
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Details
- Title
- Self-competence, self-efficacy, and locus of control
- Creators
- Tracy Elisabeth Costigan
- Contributors
- Patrick W. McGuffin (Advisor) - Drexel University, Medical College of Pennsylvania and Hahnemann University (1993-1996, 1998-2002)
- Awarding Institution
- Medical College of Pennsylvania and Hahnemann University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Medical College of Pennsylvania and Hahnemann University; Philadelphia, Pennsylvania
- Number of pages
- xv, 211 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- Medical College of Pennsylvania and Hahnemann University (1993-1996, 1998-2002); Clinical and Health Psychology [Historical]; School of Health Professions (1998-2000)
- Other Identifier
- 991021888876404721