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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.
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]
Copyright of Child Psychiatry & Human Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Predictors and Mechanisms of Resilience for High School Students with ADHD: A Prospective Longitudinal Study.
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  Data: <searchLink fieldCode="JN" term="%22Child+Psychiatry+%26+Human+Development%22">Child Psychiatry & Human Development</searchLink>. Feb2026, Vol. 57 Issue 1, p267-278. 12p.
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  Data: <searchLink fieldCode="DE" term="%22Psychological+resilience%22">Psychological resilience</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+acceptance%22">Peer acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+stress%22">Psychological stress</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink>
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  Data: 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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  Data: <i>Copyright of Child Psychiatry & Human Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Feb2026
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