Predictors and Mechanisms of Resilience for High School Students with ADHD: A Prospective Longitudinal Study.
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| Title: | Predictors and Mechanisms of Resilience for High School Students with ADHD: A Prospective Longitudinal Study. |
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| Authors: | Chan, Elizabeth S. M. (AUTHOR), Dvorsky, Melissa R. (AUTHOR), Green, Cathrin D. (AUTHOR), Breaux, Rosanna (AUTHOR), Becker, Stephen P. (AUTHOR), Langberg, Joshua M. (AUTHOR) |
| Source: | Child Psychiatry & Human Development. Feb2026, Vol. 57 Issue 1, p267-278. 12p. |
| Subjects: | Psychological resilience, Peer acceptance, High school students, Psychological stress, Self-efficacy, Longitudinal method, Attention-deficit hyperactivity disorder |
| Abstract: | Attention-deficit/hyperactivity disorder (ADHD) has primarily been studied from a deficit-focused perspective. However, there are individuals with ADHD who exhibit resilience or a pattern of positive adaptation despite the risks associated with their diagnosis. The present study evaluated whether peer acceptance predicted resilience for adolescents with ADHD and if self-efficacy or a stress-is-enhancing mindset served as mechanisms of those relations. Participants included 113 comprehensively evaluated adolescents with ADHD (67% male) across three time-points (10th–12th grade). Mediation analyses revealed higher T1 peer acceptance significantly predicted higher resilience (β = 0.24) 1.5–2 years later, with higher T2 self-efficacy (β = 0.08) demonstrating a significant indirect effect of the association. A stress-is-enhancing mindset directly predicted resilience (β = 0.15) but was not associated with peer acceptance nor mediated the association between peer acceptance and resilience. Present results are the first to provide longitudinal evidence for peer acceptance, self-efficacy, and a stress-is-enhancing mindset as important for promoting resilience among adolescents with ADHD. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Attention-deficit/hyperactivity disorder (ADHD) has primarily been studied from a deficit-focused perspective. However, there are individuals with ADHD who exhibit resilience or a pattern of positive adaptation despite the risks associated with their diagnosis. The present study evaluated whether peer acceptance predicted resilience for adolescents with ADHD and if self-efficacy or a stress-is-enhancing mindset served as mechanisms of those relations. Participants included 113 comprehensively evaluated adolescents with ADHD (67% male) across three time-points (10th–12th grade). Mediation analyses revealed higher T1 peer acceptance significantly predicted higher resilience (β = 0.24) 1.5–2 years later, with higher T2 self-efficacy (β = 0.08) demonstrating a significant indirect effect of the association. A stress-is-enhancing mindset directly predicted resilience (β = 0.15) but was not associated with peer acceptance nor mediated the association between peer acceptance and resilience. Present results are the first to provide longitudinal evidence for peer acceptance, self-efficacy, and a stress-is-enhancing mindset as important for promoting resilience among adolescents with ADHD. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0009398X |
| DOI: | 10.1007/s10578-024-01704-3 |
