The Future of Education

Edition 12

Accepted Abstracts

Relation between difficulties in emotion regulation with Attention deficit hyperactivity disorder in academic settings

Mehran Azadi, Department of Psychology, South Tehran Branch, Islamic Azad University, Tehran, Iran (Iran, Islamic Republic of)

Alireza Homayouni, Department of Psychology, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran (Iran, Islamic Republic of)

Abstract

Introduction: Hyperactivity as a developmental disorder may appear in different ages, continues into adulthood and has an important effect on student’s academic progress, control of emotion, attention, and teacher’s teaching efficacy. So, the study investigated the relations between difficulties in emotion regulation and prone to Attention deficit hyperactivity disorder (ADHD). Method: Participants were 292 students of university (162 male & 130 female) that completed Conner's ADHD Rating Scale (CAARS; Conners, Erhardt, & Sparrow) and Difficulties in Emotion Regulation Scale (DERS; Gratz & Roemer). Results: Correlation analysis showed positive relationships between difficulties in emotion regulation with Attention deficit hyperactivity disorder (ADHD), and regression analysis showed 25 percent of difficulties in emotion regulation explained by ADHD. Also ages of participants were negative association with Attention deficit hyperactivity disorder (ADHD) and Difficulties in Emotion Regulation. Therefore, the symptoms of hyperactivity and difficulties in emotion regulation decrease with increasing age. Conclusion: Based on results, considering of Attention deficit hyperactivity disorder and specially interaction of this disorder with emotions in academic settings, such as schools and universities is very important for teachers in order to effective teaching and decreasing of academic failure.

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