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ADHD status and degree of positive illusions: moderational and mediational relations with actual behavior
Nina M Kaiser1, Betsy Hoza, William E Pelham
1Department of Psychiatry, University of California, San Francisco, San Francisco, CA 94143-0984, USA. nina.kaiser@ucsf.edu
Objective:
Past research suggests that many children with behavior problems display overly positive self-views ("positive illusions"); some researchers have hypothesized that these positive illusions may prevent these children from improving their behavior. This research investigates positive illusions in the behavioral domain as a moderator and mediator of the relation between ADHD status and behavior in a summer program setting.
Method:
Boys with ADHD and comparison boys rated their own behavioral competence; discrepancies between these self-ratings and the reports of boys' teachers served as an index of behavioral positive illusions. Dependent variables were derived from a behavioral point system that provided specific data about boys' positive and negative behaviors and from counselor ratings of behavior.
Results/Conclusion:
Hierarchical multiple regression and analyses revealed no evidence supporting a moderational association, although ADHD status and behavioral positive illusions were additive predictors of the dependent variables. Post hoc analyses revealed a pattern of mediational effects that were strongest for dependent variables assessing conduct problem behaviors.
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