Friendship Quality, Emotion Understanding, and Emotion Regulation of Children with and without Attention Deficit/Hyperactivity Disorder or Specific Learning Disorder

Autor/inn/en	Kouvava, Sofia; Antonopoulou, Katerina; Kokkinos, Constantinos M.; Ralli, Asimina M.; Maridaki-Kassotaki, Katerina
Titel	Friendship Quality, Emotion Understanding, and Emotion Regulation of Children with and without Attention Deficit/Hyperactivity Disorder or Specific Learning Disorder
Quelle	In: Emotional & Behavioural Difficulties, 27 (2022) 1, S.3-19 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kouvava, Sofia) ORCID (Antonopoulou, Katerina) ORCID (Kokkinos, Constantinos M.) ORCID (Ralli, Asimina M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2021.2001923
Schlagwörter	Friendship; Emotional Response; Self Control; Children; Attention Deficit Hyperactivity Disorder; Learning Disabilities; Foreign Countries; Peer Relationship; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Individual Characteristics; Symptoms (Individual Disorders); Greece + Suchen Sie Ihr Suchwort? Freundschaft; Emotionales Verhalten; Selbstbeherrschung; Child; Kind; Kinder; Learning handicap; Lernbehinderung; Ausland; Peer-Beziehungen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Psychiatrische Symptomatik; Griechenland
Abstract	Understanding and regulating emotions influence children's friendships. Children with Attention Deficit/Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) have difficulties in understanding emotions and in controlling themselves. ?he present study examines how children's friendships and their quality may be affected by emotion understanding and regulation skills. Participants were 64 children with ADHD, 64 children with SLD, and 64 typically developing (TD) children (M[subscript age] = 9.77 years, SD = 1.22) who answered questionnaires about their friendships, and their emotion understanding and regulation. Results showed that ADHD children had less friends, lower friendship qualities, worse understanding of emotions and control of their impulsivity, and used less cognitive reappraisals to regulate emotions, followed by SLD children and finally by TD children. Children with SLD reported using more expressive suppressions for regulating emotions. For all children, emotion understanding and regulation predicted higher friendship quality. The results support the significance of understanding and regulating emotions upon the quality of children's best friendships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01