Metacognitive awareness and executive function in attention deficit/hyperactivity disorder
Israel Journal of Psychiatry, cilt.57, sa.2, ss.42-48, 2020 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 57 Sayı: 2
- Basım Tarihi: 2020
- Dergi Adı: Israel Journal of Psychiatry
- Derginin Tarandığı İndeksler: Scopus
- Sayfa Sayıları: ss.42-48
- Sağlık Bilimleri Üniversitesi Adresli: Hayır
Özet
Background: A pilot study was performed to examine the relationship between metacognitive awareness and executive functions in children with attention deficit/ hyperactivity disorder (ADHD). Methods: Children who were diagnosed with ADHD and were treatment naïve were consecutively included in the study. The Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Metacognitive Awareness Inventory for Children (Jr. MAI)-A and B forms were used. The participants’ teachers and parents completed the Behavioral Rating Inventory of Executive Function (BRIEF) and Conners’ Rating Scale (CRS) forms. Results: This study included 45 children with ADHD (51.1% boys) with a mean age of 9.7±2.2 years. While the BRIEF-parent-initiate scores were positively correlated with the WISC-R-total scores (r=0.315, p=0.040), they were negatively correlated with the Jr.-MAI scores (r=-0.378, p=0.011). No correlation was found between the Conners’ and Jr.-MAI scores. A positive correlation was found between the Conners’-parent and the BRIEF-parent-emotional control (r=0.324, p=0.030) and BRIEF-parent-initiate (r=0.422, p=0.004) scores. There were positive correlations between the Conners’-teacher and all BRIEF-teacher-sub-domains. Conclusion: Metacognitive awareness and executive functions and intelligence level and executive functions were not correlated in children with ADHD.