Association of attention deficit hyperactivity disorder symptoms and bullying behavior in children
10.16835/j.cnki.1000-9817.2024001
- VernacularTitle:注意缺陷多动障碍症状与小学生校园欺凌行为的关联
- Author:
TANG Jun, WU Xufang, ZHOU Yang, YANG Weiwei, ZHANG Yan, ZHANG Li, LYU Na, SONG Ranran
1
Author Information
1. Wuhan Mental Health Center, Wuhan (430012) , Hubei Province, China
- Publication Type:Journal Article
- Keywords:
Attention deficit disorder with hyperactivity;
Violence;
Mental health;
Behavior;
Child
- From:
Chinese Journal of School Health
2024;45(1):91-94
- CountryChina
- Language:Chinese
-
Abstract:
Objective:The association between school bullying and attention deficit hyperactivity disorder (ADHD) symptoms among students in primary schools and the moderating role of gender was explored to provide scientific evidence for the prevention and control of school bullying.
Methods:A total of 4 764 students from 2 primary schools in Wuhan were selected using the convenience sampling method in March 2023. The Olweus Bully/Victim Questionnaire and Strengths and Difficulties Questionnaire were used. A Pearson χ 2 test was used to compare differences in school bullying rates among children with and without ADHD symptoms. Pearson correlation analysis and Process 3.3 were used to analyse the association between ADHD symptoms, and school bullying behaviour and the moderating role of gender.
Results:The reported rate of bullying victims in primary schools was 24.2% and the rate of bullying perpetration was 3.8%. The rate of ADHD symptom detection among primary school students was 5.9%. ADHD symptoms were positively associated with bullying and bullying victim behaviour ( r =0.16, 0.27, P <0.01). Specifically, the association between ADHD symptoms and bullying behavior tended to be stronger among boys than girls ( β boy =0.17, t =11.13; β girl =0.07, t =4.11, P <0.01).
Conclusions:ADHD symptoms are an important factor influencing school bullying behaviors in students, and gender moderates the association. In the process of preventing and controlling school bullying, ADHD symptoms and gender differences should be emphasized and comprehensive interventions should be implemented.
