Relationship between Self-Regulation Ability, Self-Esteem and on School Adjustment of Children with ADHD Symptoms: Mediating Effect of Social Support

Abstract

This study tried to find a way to improve the school adjustment level of children with ADHD symptoms by examining the mediating effect of social support in the relationship between self-regulation ability, self-esteem and school adjustment of children with ADHD symptoms. The subjects were 300 children in grades 4, 5, and 6 located in P & Ch city, Gyeonggi-do. The teacher conducted the Korean version of the ADHD Rating Scale for Teachers (K-ARS). Frequency analysis, descriptive statistical analysis, Pearson correlation, and multiple regression analysis were performed using SPSS 25.0 and AMOS 25.0. First, as a result of examining whether there was a mediating effect of social support in the relationship between self-regulation ability and school adaptation of children with ADHD symptoms, social support showed a partial mediating effect in the relationship between self-regulation ability and school adaptation.Second, as a result of verifying the mediating effect of social support in a relationship between self-esteem and school adaptation, it was found that social support was completely mediated in the relationship between self-esteem and school adaptation. Therefore, it is expected that this study will be used as an important basic data for preparing practical intervention and counseling programs for children with ADHD symptoms.