| Autor: |
Linca FI; Department of Psychiatry Research Laboratory, 'Prof. Dr. Alexandru Obregia' Clinical Hospital of Psychiatry, 041914 Bucharest, Romania.; Department of Special Psychopedagogy, Faculty of Psychology and Educational Sciences, University of Bucharest, 0506578 Bucharest, Romania., Budisteanu M; Department of Psychiatry Research Laboratory, 'Prof. Dr. Alexandru Obregia' Clinical Hospital of Psychiatry, 041914 Bucharest, Romania.; Medical Genetics Laboratory, 'Victor Babes' National Institute of Pathology, 050096 Bucharest, Romania.; Department of Preclinical Disciplines, Faculty of Medicine, 'Titu Maiorescu' University, 031593 Bucharest, Romania., Popovici DV; Department of Special Psychopedagogy, Faculty of Psychology and Educational Sciences, University of Bucharest, 0506578 Bucharest, Romania., Cucu N; Association for Epigenetics and Metabolomics, 79108 Bucharest, Romania. |
| Abstrakt: |
This study aimed to explore the possible moderating role of emotional regulation in the relationship between problem-solving ability, visuomotor precision and visuospatial integration on the one hand and school results on the other in pupils with ADHD. A total of 241 pupils with ADHD (study group) and 207 children without ADHD (control group) were included in our research. Specific tests for the evaluation of the problem-solving ability, visuomotor precision, visuospatial integration, and emotional regulation were applied. The results showed that emotional regulation is a significant moderator of the relationship between school results and problem-solving ability, visuomotor precision, visuospatial integration, and working memory. There are statistically significant differences depending on emotional regulation, visuomotor precision, visuospatial integration, problem-solving ability and working memory in terms of school results of students with ADHD compared to children without this diagnosis. These results can be used in the development of intervention programs. |
