Correlation between Emotional Competence and Behavioral Problems in Elementary School Students with ADHD


This study attempted to explore the connection between emotional competence and adaptation to life in pupils with ADHD from Southern Taiwan. In addition to analyzing how 32 students with ADHD performed on the scales used, this study was also intended to show the current state of their emotional competence and adaptations to life. Results reveal the following four key points. (I) Students with ADHD rated that they have greater emotional competence than their average peers, particularly the competence of ‘emotional awareness’, a result significantly different from those from previous studies of emotion. (II) Students with ADHD scored high on the two scales ‘Problems with Self-Care’ and ‘Problems at School’ among their self-rated behavioral problems. (III) There is a considerable difference between the self-assessment by students with ADHD and the assessment by the outer world. (IV) ‘Emotional expression’, ‘emotional effectiveness’ and ‘emotional reflection’ were able to predict ‘problems at school’ in the elementary school students with ADHD. Following suggestions for further exploration and integration regarding this topic: (I) Suggestions for counseling practitioners 1. Assist pupils with ADHD in sensing differences between their perceptions and external assessments, thereby promoting their proper awareness of their own emotions 2. Pay attention to see whether students with ADHD have the tendency towards low self-esteem due to their emotional and behavioral problems 3. Students with ADHD mainly have problems at school. Improving their emotional competence in ‘emotional expression’, ‘emotional effectiveness’ and ‘emotional reflection’ can help reduce the extent of such problems. (II) Suggestions for further research

Author Information
Chih-lan Chang, National Kaohsiung Normal University, Taiwan
Shi-Sen Shyu, National Kaohsiung Normal University, Taiwan
Yuan-Yu Ting, National Kaohsiung Normal University, Taiwan

Paper Information
Conference: ACP2015
Stream: Psychology and Education

This paper is part of the ACP2015 Conference Proceedings (View)
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