Yeon‐Ji Cho, Ha Min Son, Tai‐Myoung Chung, Jaehyoun Kim
{"title":"从家长、教师、自我报告和 VR 测量中探索学生对注意力不集中、多动和冲动的认知偏差","authors":"Yeon‐Ji Cho, Ha Min Son, Tai‐Myoung Chung, Jaehyoun Kim","doi":"10.1002/pits.23179","DOIUrl":null,"url":null,"abstract":"Symptoms of inattention (IA), hyperactivity, and impulsivity present in school‐aged children are important indications of developmental problems. The assessment of these symptoms largely relies on questionnaires completed by parents, teachers, and the children themselves. However, inherent perceptual biases may lead to inaccuracies in these evaluations. This study investigates the biases among different respondents for 41 elementary‐aged students (19 male and 22 female) by analyzing their responses on the attention‐deficit/hyperactivity disorder‐rating scale (ADHD‐RS) through a novel virtual reality‐based objective measure (AttnKare‐D). Correlation analysis reveals higher agreement between parents and students compared to other informant pairs. Nevertheless, when compared with the objective measure, parents and students do not exhibit distinct separation between high and low‐scoring samples, whereas teachers demonstrate significant separation on various objective measure factors. This discrepancy suggests that teachers may possess a more accurate baseline for peer‐related measurements, leading to a more objective evaluation of ADHD symptoms. However, it is essential to acknowledge that teachers are not entirely exempt from biases. Gender‐specific comparisons reveal notable differences, with male children showing the largest separation in distractibility and female children in movement. In conclusion, this study emphasizes the significance of recognizing and addressing potential biases when interpreting questionnaires assessing symptoms of IA, hyperactivity, and impulsivity in children.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the biases of the perception of inattention, hyperactivity, and impulsivity of students from parents, teachers, self‐reports, and a VR measure\",\"authors\":\"Yeon‐Ji Cho, Ha Min Son, Tai‐Myoung Chung, Jaehyoun Kim\",\"doi\":\"10.1002/pits.23179\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Symptoms of inattention (IA), hyperactivity, and impulsivity present in school‐aged children are important indications of developmental problems. The assessment of these symptoms largely relies on questionnaires completed by parents, teachers, and the children themselves. However, inherent perceptual biases may lead to inaccuracies in these evaluations. This study investigates the biases among different respondents for 41 elementary‐aged students (19 male and 22 female) by analyzing their responses on the attention‐deficit/hyperactivity disorder‐rating scale (ADHD‐RS) through a novel virtual reality‐based objective measure (AttnKare‐D). Correlation analysis reveals higher agreement between parents and students compared to other informant pairs. Nevertheless, when compared with the objective measure, parents and students do not exhibit distinct separation between high and low‐scoring samples, whereas teachers demonstrate significant separation on various objective measure factors. This discrepancy suggests that teachers may possess a more accurate baseline for peer‐related measurements, leading to a more objective evaluation of ADHD symptoms. However, it is essential to acknowledge that teachers are not entirely exempt from biases. Gender‐specific comparisons reveal notable differences, with male children showing the largest separation in distractibility and female children in movement. In conclusion, this study emphasizes the significance of recognizing and addressing potential biases when interpreting questionnaires assessing symptoms of IA, hyperactivity, and impulsivity in children.\",\"PeriodicalId\":48182,\"journal\":{\"name\":\"Psychology in the Schools\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-02-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology in the Schools\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1002/pits.23179\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23179","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Exploring the biases of the perception of inattention, hyperactivity, and impulsivity of students from parents, teachers, self‐reports, and a VR measure
Symptoms of inattention (IA), hyperactivity, and impulsivity present in school‐aged children are important indications of developmental problems. The assessment of these symptoms largely relies on questionnaires completed by parents, teachers, and the children themselves. However, inherent perceptual biases may lead to inaccuracies in these evaluations. This study investigates the biases among different respondents for 41 elementary‐aged students (19 male and 22 female) by analyzing their responses on the attention‐deficit/hyperactivity disorder‐rating scale (ADHD‐RS) through a novel virtual reality‐based objective measure (AttnKare‐D). Correlation analysis reveals higher agreement between parents and students compared to other informant pairs. Nevertheless, when compared with the objective measure, parents and students do not exhibit distinct separation between high and low‐scoring samples, whereas teachers demonstrate significant separation on various objective measure factors. This discrepancy suggests that teachers may possess a more accurate baseline for peer‐related measurements, leading to a more objective evaluation of ADHD symptoms. However, it is essential to acknowledge that teachers are not entirely exempt from biases. Gender‐specific comparisons reveal notable differences, with male children showing the largest separation in distractibility and female children in movement. In conclusion, this study emphasizes the significance of recognizing and addressing potential biases when interpreting questionnaires assessing symptoms of IA, hyperactivity, and impulsivity in children.
期刊介绍:
Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.