Theory of mind failure and emotion dysregulation as contributors to peer bullying among adolescents with attention-deficit/hyperactivity disorder

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dc.authoridhttps://orcid.org/0000-0002-6009-1085en_US
dc.authoridhttps://orcid.org/0000-0002-3116-4775en_US
dc.contributor.authorYılmaz Kafalı, Helin
dc.contributor.authorKayan Ocakoğlu, Binay
dc.contributor.authorIşık, Adem
dc.contributor.authorAyvalık Baydur, Ümran Gül
dc.contributor.authorMüjdecioğlu Demir, Gizem
dc.contributor.authorŞahin Erener, Müge
dc.contributor.authorÜneri, Özden Şükran
dc.date.accessioned2023-07-29T12:47:18Z
dc.date.available2023-07-29T12:47:18Z
dc.date.issued2021en_US
dc.departmentİktisadi İdari ve Sosyal Bilimler Fakültesien_US
dc.description.abstractThis study investigated whether poor performance in the Reading the Mind in the Eyes Test (RMET) and emotion dysregulation (ED) contributes to involvement in bullying among adolescents with attention-deficit/hyperactivity disorder (ADHD). Altogether, 105 adolescents with ADHD aged 10–18 years (mean: 13.9±1.8 years, 77% boys) were recruited. RMET was applied to evaluate the ToM abilities. Participants completed the Difficulties in Emotion Regulation Scale (DERS) and the Olweus Bully/Victim Questionnaire to measure ED and evaluate involvement in bullying, respectively. Among the subjects, 24.8% were victims, 23.8% were perpetrators. The perpetrators and victims exhibited significantly lower RMET scores and higher DERS awareness scores than non-victims/nonperpetrators. The perpetrators also exhibited significantly higher DERS impulse scores and DERS total scores than nonvictims/non-perpetrators. Binary logistic regression analysis revealed that a 1-point decrease in the RMET score increased the odds of bullying victimization by 53% and bullying perpetration by 21.6%, while a 1-point increase in DERS impulse scores increased the risk of bullying perpetration by 14.9%. This study is the first to show an association between poor ToM ability and involvement in bullying as victims/perpetrators among children with ADHD. Both victims and perpetrators had problems with emotional awareness, while only perpetrators had difficulties controlling their impulses.en_US
dc.identifier.doi10.1080/02739615.2021.1926250en_US
dc.identifier.endpage431en_US
dc.identifier.issn0273-9615
dc.identifier.issn1532-6888
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85107721053en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage413en_US
dc.identifier.urihttps://hdl.handle.net/11363/5112
dc.identifier.urihttps://doi.org/
dc.identifier.volume50en_US
dc.identifier.wosWOS:000658952700001en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorÜneri, Özden Şükran
dc.language.isoenen_US
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLANDen_US
dc.relation.ispartofChildren's Health Careen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectAttention-deficit /hyperactivity disorderen_US
dc.subjectpeer bullyingen_US
dc.subjecttheory of minden_US
dc.subjectemotion dysregulationen_US
dc.subjectadolescentsen_US
dc.titleTheory of mind failure and emotion dysregulation as contributors to peer bullying among adolescents with attention-deficit/hyperactivity disorderen_US
dc.typeArticleen_US

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