Task performance and response to frustration in children with attention deficit hyperactivity disorder
Abstract
The present study examined performance on an arithmetic task of increasing difficulty and a frustrating puzzle task for children with ADHD and comparison children. Emotional competence also was investigated in the two groups. Sixty‐four children, 21 previously diagnosed with ADHD, participated. Performance on the arithmetic task was measured in terms of completion and accuracy. Children with ADHD had similar rates of accuracy for all levels of difficulty, but completed fewer problems. Performance on the puzzle task was measured both through completion and persistence. Although children with ADHD persisted for a similar amount of time compared to children without ADHD, they were more likely to quit the task before completion. Children with ADHD also were more likely to report that they became frustrated with the task. Furthermore, they tended to report that in general, they become more frustrated than other children. With regard to emotional competence, children with ADHD did not differ from the comparison children on their reported understanding of their own emotions or attention to emotions; however, children with ADHD reported that they engage in less mood repair. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 377–386, 2006.
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ADHD children prematurely disengage from long and challenging tasks.
“prematurely disengage from long and challenging tasks (Scime and Norvilitis, 2006)”
From Context-dependent Dynamic Processes in Attention Deficit/Hyperactivity Disorder: Differentiating Common and Unique Effects of State Regulation Deficits and Delay Aversion (2010) · cites this paper as Scime and Norvilitis, 2006
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“2018) and evidence that they are more easily frustrated and quit earlier in challenging frustrative tasks than controls (Scime and Norvelitis 2006).”
BackgroundVan Dessel, J., Sonuga‐Barke, E., Mies, G., Lemiere, J., Van der Oord, S., Morsink, S., & Danckaerts, M. (2018) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12868 · Cited by 61 · see citing works
- Authors
- Scime, M., & Norvilitis, J. M.
- Affiliations
- Buffalo State University (US)
- Corresponding author
- Norvilitis, Jill M.
- ORCID
- Norvilitis, Jill M.
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2006-02-10
- Volume
- 43
- Issue
- 3
- Pages
- 377-386
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- OpenAlex
- W2131156643
- Cited by
- 66
- References
- 24
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 3 · 2023: 1 · 2022: 2 · 2021: 3 · 2020: 5 · 2019: 5 · 2018: 6 · 2017: 5 · 2016: 4 · 2015: 4 · 2014: 6 · 2013: 2 · 2012: 3
- FWCI
- 1.91
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychology in the Schools (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- attention deficit hyperactivity disorder, task performance, frustration, emotional competence, puzzle task, task persistence, task completion, mood repair, children
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