Abstract

Children with early symptoms of inattention, hyperactivity, and impulsivity are at risk for poor academic outcomes, but it is unclear how parents mitigate this risk prior to school entry for preschool-aged boys and girls. The current study examined the impact of child gender and mothers’ parenting sense of competence on the relationship between children’s difficulties with inattention, hyperactivity, and impulsivity and their academic readiness. One hundred and nine families of preschool-aged children were recruited from the community. Mothers reported on their sense of parenting competence and on their child’s levels of inattention, hyperactivity, and impulsivity. Children participated in a standardized clinical measure of academic readiness. Moderated moderation analyses revealed that mothers’ parenting sense of competence significantly moderated the impact of hyperactivity/impulsivity symptoms on boys’ academic readiness, but not girls’. Results are discussed in terms of their implications for parenting interventions that target academic readiness in children exhibiting early signs of inattention, hyperactivity, and difficulties with impulse control, particularly young boys showing symptoms of hyperactivity/impulsivity.

摘要

具有注意力不集中、多动和冲动等早期症状的儿童面临学业成绩不佳的风险，但目前尚不清楚父母如何在学龄前男孩和女孩入学前降低这种风险。本研究调查了儿童性别和母亲的养育能力对儿童注意力不集中、多动和冲动等困难与学业准备之间关系的影响。从社区中招募了一百零九个学龄前儿童家庭。母亲们报告了她们对养育能力的感觉以及她们孩子注意力不集中、多动和冲动的程度。孩子们参加了学术准备的标准化临床测量。调节调节分析表明，母亲的养育能力感显着调节了多动/冲动症状对男孩学业准备的影响，但对女孩没有影响。结果讨论了它们对育儿干预的影响，这些干预针对表现出注意力不集中、多动和冲动控制困难的早期迹象的儿童的学业准备，特别是表现出多动/冲动症状的年轻男孩。