Yılmaz Kafalı, HelinKayan Ocakoğlu, BinayIşık, AdemAyvalık Baydur, Ümran GülMüjdecioğlu Demir, GizemŞahin Erener, MügeÜneri, Özden Şükran2023-07-292023-07-2920210273-96151532-6888https://hdl.handle.net/11363/5112https://doi.org/This 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.eninfo:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivs 3.0 United StatesAttention-deficit /hyperactivity disorderpeer bullyingtheory of mindemotion dysregulationadolescentsArticle50441343110.1080/02739615.2021.19262502-s2.0-85107721053Q3WOS:000658952700001Q4