Beyond Learning Difficulties: A Multivariate Analysis of Self-Concept in Children with Specific Learning Disorder, Attention-Deficit/Hyperactivity Disorder, and Autistic Traits Öğrenme Güçlüklerinin Ötesinde: Özgül Öğrenme Bozukluğu Olan Çocuklarda Dikkat Eksikliği Hiperaktivite Bozukluğu ve Otistik Özelliklerin Öz Kavramı Üzerindeki Etkisinin Çok Değişkenli Analizi
Sakarya Medical Journal, cilt.15, sa.3, ss.266-279, 2025 (Scopus, TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 15 Sayı: 3
- Basım Tarihi: 2025
- Doi Numarası: 10.31832/smj.1754372
- Dergi Adı: Sakarya Medical Journal
- Derginin Tarandığı İndeksler: Scopus, TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.266-279
- Anahtar Kelimeler: Attention Deficit Hyperactivity Disorder, Autistic traits, Self-Concept, Specific Learning Disorder
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Sağlık Bilimleri Üniversitesi Adresli: Evet
Özet
Introduction: This study aims to examine the impact of comorbid Attention Deficit Hyperactivity Disorder (ADHD) and autistic traits on self-concept in children and adolescents diagnosed with Specific Learning Disorder (SLD). In the literature, research specifically addressing the effects of ADHD and autistic traits on self-concept remains limited. Materials and Methods: This cross-sectional study included 172 children and adolescents aged 9–17 years. Self-concept was assessed using the Piers-Harris Children’s Self-Concept Scale, ADHD symptom severity was measured with the Turgay DSM-IV Disruptive Behavior Disorders Rating Scale, and autistic traits were evaluated with the Autism Spectrum Quotient. Statistical analyses were performed using independent samples t-tests, correlation analyses, and multiple regression analyses. Results: The group with comorbid ADHD exhibited lower self-concept scores and higher levels of autistic traits compared to the non-ADHD group. ADHD symptom severity was negatively associated with self-concept. In addition, autistic traits were positively correlated with ADHD symptom severity. Regression analysis demonstrated that autistic traits significantly predicted self-concept, even after controlling for ADHD symptom severity and demographic variables. Conclusion: ADHD comorbidity and autistic traits pose additional risks for children with Specific Learning Disorder, not only in academic functioning but also in social and emotional domains. These findings highlight the need for developing comprehensive clinical assessment and intervention approaches that specifically target self-concept and social skills.