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Self-Handicapping Prior to Academic-Oriented Tasks in Children with Attention Deficit/Hyperactivity Disorder (ADHD): Medication Effects and Comparisons with Controls

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Abstract

Examined self-handicapping prior to academic-oriented tasks in children with and without ADHD and examined whether stimulant medication influenced self-handicapping. Participants were 61 children ages 6 to 13, including 22 children with ADHD tested after taking a placebo, 21 children with ADHD tested after taking stimulant medication, and 18 non-ADHD controls. Participants completed three measures of self handicapping and also completed self-evaluations of their performance. Results showed greater self handicapping and more positive self-evaluations in children with ADHD than in controls regardless of medication condition. Findings suggest children with ADHD may use self handicapping to ameliorate the effects of experiencing high rates of academic failure.

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Authors and Affiliations

  1. Departments of Pediatrics and Psychology, University at Buffalo – State University of New York, Center for Children and Families, Diefendorf Hall Rom 106, 3435 Main Street, Building 20, Buffalo, NY, 14214, USA

    Daniel A. Waschbusch & William E. Pelham Jr

  2. Department of Psychology, Dalhousie University, Halifax, B3H 4J1, Canada

    Daniel A. Waschbusch, Rebecca Craig & Sara King

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  1. Daniel A. Waschbusch
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  2. Rebecca Craig
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  3. William E. Pelham Jr
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  4. Sara King
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Correspondence to Daniel A. Waschbusch.

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Waschbusch, D.A., Craig, R., Pelham, W.E. et al. Self-Handicapping Prior to Academic-Oriented Tasks in Children with Attention Deficit/Hyperactivity Disorder (ADHD): Medication Effects and Comparisons with Controls. J Abnorm Child Psychol 35, 275–286 (2007). https://doi.org/10.1007/s10802-006-9085-0

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