Emotional and social impairments in primary school students with different attention-deficit/hyperactivity disorder presentations: A latent profile analysis

• Li, Jiaxi ^[1] ; Hui, Bryan Kwok Hin ^[2] ; Zheng, Que ^[1] ; Shum, Kathy Kar-man ^[1]
  1. [1] University of Hong Kong

     University of Hong Kong

     RAE de Hong Kong (China)

     
  2. [2] University College London

     University College London

     Reino Unido

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 118, Nº. 1, 2026, págs. 83-98
• Idioma: inglés
• DOI: 10.1037/edu0000991
• Texto completo no disponible (Saber más ...)
• Resumen

  • Cultural factors including high academic pressure, collectivist values, and distinct family dynamics among Chinese/Asian cultures may influence the expression and perception of attention-deficit/hyperactivity disorder (ADHD) symptoms. It is thus crucial to explore potential cultural variations in ADHD symptom presentations and intervention needs beyond a Western cultural context. Latent profile analysis, a statistical method that identifies unobserved subgroups within a population, is employed in this study to categorize subtypes among Hong Kong primary school students diagnosed with ADHD (n = 366, Mage = 8.62 years, SD = 1.20; 80.1% boys). A three-profile model was selected as the final model: ADHD-C (combined type; 44.0%), ADHD-HI (hyperactive–impulsive type; 36.1%), and ADHD-IA (inattentive type; 19.9%). Each individual was assigned to their highest-probability profile based on ADHD symptoms, compared against a non-ADHD group (n = 46, Mage = 8.37 years, SD = 1.08; 78.3% boys) on emotional and social functioning. The ADHD-C group exhibited the most severe ADHD symptoms, emotional dysregulation, and social impairments. Differential profiles and intervention needs were indicated for ADHD-HI, ADHD-IA, and ADHD-C in emotion regulation and social functioning. Students with ADHD-HI may particularly benefit from interventions to address emotional lability and negativity, develop appropriate assertiveness, and reduce overbearing behaviors. Students with ADHD-IA and ADHD-C revealed a heightened need for comprehensive support in broad social skills (including communication, cooperation, responsibility, empathy, engagement, and self-control) and emotion regulation. The findings highlight the importance of careful consideration and adaptation of interventions that address diverse emotional and social intervention needs of children with different ADHD presentations. (PsycInfo Database Record (c) 2025 APA, all rights reserved)