ArticleJCPP advances2026
Correlations between appraisals, management strategies, and psychological stress among schoolchildren with ADHD-A pilot study.
Article in JCPP advances, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Children with Attention-Deficit/Hyperactivity Disorder (ADHD) encounter a range of difficulties in daily life. Guided by previous studies and theories, this pilot study examined whether distinct subgroups of children with ADHD could be identified based on their appraisals of the causes of their symptoms and the strategies they use to manage them. A further aim was to investigate associations between appraisals, management strategies, and psychological stress. Based on theory, we expected that appraisals attributing symptoms to external or controllable factors would be associated with lower stress levels. Methods: Ninety-six children with ADHD, aged 9-16 years, completed questionnaires. The Children's Appraisals and Management of ADHD (CAM-ADHD) questionnaire-developed for this study-measured appraisals of symptom causes and management strategies. Psychological stress was assessed using the Stress in Children questionnaire. Analyses focused on identifying underlying factors and examining correlations. Results: Three types of appraisals were identified: "ADHD is caused by biology/brain," "ADHD is caused by the environment," and "ADHD is part of personality." Two types of management strategies emerged: "Attempting to exert self-control" and "Asking for teachers' help." Children who attributed their symptoms to environmental causes reported lower stress. Medication use was associated with greater use of self-control strategies and reduced reliance on teachers' help. Conclusion: Children with ADHD differ in how they understand the causes of their symptoms and in the strategies they use to manage them. These differences are meaningfully related to psychological stress and medication use, underscoring the importance of considering children's own appraisals in assessment and intervention.
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