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Nwamarah Uche Faculty of SCOIAL SCIENCES 1 ECHEZONA NWANNEKA, H PG/M.Sc./10/57080 CHILD TEMPERAMENT, GENDER AND LEVEL OF EDUCATION AS PREDICTORS OF ATTENTION DEFICIT- HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL PUPILS DEPARTMENT OF PSYCHOLOGY Faculty of SCOIAL SCIENCES Digitally Signed by: Content manager’s Name Nwamarah Uche DN : CN = Weabmaster’s name O= University of Nigeria, Nsukka OU = Innovation Centre 2 CHILD TEMPERAMENT, GENDER AND PARENTAL LEVEL OF EDUCATION AS PREDICTORS OF ATTENTION DEFICIT-HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL PUPILS BY ECHEZONA NWANNEKA, H PG/M.Sc./10/57080 DEPARTMENT OF PSYCHOLOGY UNIVERSITY OF NIGERIA, NSUKKA SEPTEMBER, 2013 i 3 CHILD TEMPERAMENT, GENDER, PARENTAL LEVEL OF EDUCATION AS PREDICTORS OF ATTENTION DEFICIT-HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL PUPILS A PROJECT SUBMITTED IN PARTIAL FULFILLMENT FOR THE AWARD OF A MASTER OF SCIENCE (M.Sc.) DEGREE IN COUNSELLING PSYCHOLOGY BY ECHEZONA NWANNEKA, H PG/M.Sc./10/57080 DEPARTMENT OF PSYCHOLOGY FACULTY OF THE SCOIAL SCIENCES UNIVERSITY OF NIGERIA, NSUKKA SUPERVISOR: DR. L. O. AMAZUE SEPTEMBER, 2013 ii 4 CERTIFICATION This is to certify that ECHEZONA NWANNEKA, H a postgraduate student of Department of Psychology, University of Nigeria, Nsukka with registration number PG/M.Sc./10/57080 has satisfactorily completed the requirement for course and research work for the award of Master of Science ( M.Sc .) Degree in Counselling Psychology. The work embodied in this thesis is original and has not been submitted in part or full for any other diploma or degree of this or any other University. ------------------------------------ ----------------------------- Dr. L. O. Amazue Prof. P. N. Ibeagha (Supervisor) (Head, Department of Psychology) ----------------------------------------- --------------------------------- Prof. C. O. T. Ugwu (External Examiner) (Dean, Faculty of the Social Sciences) iii 5 DEDICATION THIS WORK IS DEDICATED TO THE ALMIGHTY GOD FOR HIS INSPIRATION AND STRENGTH. iv 6 ACKNOWLEDGMENTS My profound gratitude goes to Dr. L. O. AMAZUE my supervisor for his immeasurable support, patience, encouragement and supervision. My special appreciation also goes to the Head, Department of Psychology, University of Nigeria, Nsukka- Prof. P. N. Ibeagha, I wish to express my profound gratitude to Rev. Fr. Prof. M. C. Ifeagwazi, Dr. P. C. Mefoh, Dr. J. E. Eze, Dr. L. I. Ugwu, Dr. I. Onyishi, Dr. Val Eze, Dr. Agbo, Mrs. Joy Ugwu, Miss N. Obi Miss B. Ome and others including all the non-academic staff of Psychology Department, University of Nigeria, Nsukka as you all contributed towards the success of this programme. To my dear, lovely husband Mr. S. C. Echezona whose encouragement and support saw me through. To my lovely children, I owe a very big thank you for your understanding, support and encouragements during the course of the programme. I thank you for the adjustment to the stress this programme may have put you through. I can not forget to express my heartfelt appreciation to my Mr. V. Odo, Pastor E. C. Obi, Mr. P. Oranu, Mrs. F. Obi and Mrs. P. Echezona whose ideas and encouragements contributed to the success of this work. May the good Lord reward you all including those whose names are not mentioned but contributed in one way or the other to the successful completion of this work. v 7 TABLE OF CONTENTS Title Page i Certification ii Dedication iii Acknowledgments iv Table of Contents v List of Tables vi Abstract vii CHAPTER ONE: INTRODUCTION 1 Statement of the Problem 11 Purpose of Study 12 Operational Definition of Terms 12 CHAPTER TWO: LITERATURE REVIEW Theoretical Review 14 Empirical Review 22 Summary of Literature Review 32 Hypotheses 34 CHAPTER THREE: METHOD Participants 35 Instruments 35 Procedure 37 Design/Statistics 37 CHAPTER FOUR: RESULTS 38 CHAPTER FIVE: DISCUSSION 40 8 Implications of the study 42 Limitation of the study 44 Suggestions for further studies 45 Summary and Conclusion 45 REFERENCES 47 APPENDIXES vi 9 LIST OF TABLES Table 1: Linear regression table showing beta ( β) coefficient and significant levels of temperament, gender and parental level of education as predictors of ADHD. Table 2: Correlation and descriptive statistics of temperament, gender and parental level of education as predictors of ADHD vii 10 ABSTRACT The research investigated child temperament, gender and parental level of education as predictors of attention deficit-hyperactivity disorder among primary school pupils in Nsukka, Nsukka Local Government Area. Five hundred primary school children (210 males and 290 females) participated in the study. The children ages ranged from 6 years to 12years, with mean age of 9 years. Two instruments were used for data collation in the study: Swanson Nolan and Peham (SNAP) Questionnaire and the Sutter-Eyeberg Student Behaviour Inventory. Multiple regression was used for data analysis and the result showed that child temperament significantly predicted ADHD ( β = .44, t = 11.27, P <.001). The result also showed that gender significantly predicted ADHD (β = -.09, t = -2.42, P <.05). The result showed that parental level of education was a significant predictor of ADHD ( β = .08, t = 2.23, P <.05). The findings were discussed with reference to previous studies and the implication and the limitations of the study were highlighted. CHAPTER ONE 11 INTRODUCTION Attention deficit-hyperactivity disorder (ADHD) has become a very widespread concern in most societies (Schonwald & Lechner, 2006). It is characterized by symptoms of attention deficiencies, hyperactivity and impulsiveness that appear to be displayed frequently and persistently (Wymbs, Pelham, Molina & Gnagy, 2008). Various definitions have been put forward to actually conceptualize the term ADHD. Johnston and Mash (2001) defined ADHD as a chronic, debilitating disorder which may impact upon many aspects of an individual’s life, including academic difficulties and social skill problems. National Institute of Health of Nigeria (2012) defined ADHD as a mental or neurobehavioural disorder characterized by either significant difficulties of inattention, hyperactivity and impulsiveness or combination of the two. National Institute of Health of Nigeria (NIH) (2012) further posits that ADHD is a developmental mental health disorder most common among young children with approximately 3 to 5 percent of children suffering from the disorder. American Psychological Association (APA) (2000) indicates in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) that ADHD symptoms emerge before seven years of age. More so, NIH (2012) affirmed that ADHD is seen in a range of situations, inconsistent with the child’s developmental level and causing social or academic impairment. 12 Attention deficit-hyperactivity disorder is characterized by specific constellation of symptoms, functional problems and developmental history that follows predictable patterns. Bellani, Moretti, Perlini and Brambilla, (2011) observed that ADHD children experience delays in speech and language as well as motor development. Persons with ADHD often struggle with low self- esteem, troubled personal relationships and poor performance in school or at work. Dobie (2012) noted that children with ADHD tend to get distracted from school work rather easily and they often behave disruptively. Racine, Malnemer, Shevell and Snider (2008) also opined that children with attention deficit hyperactivity disorder suffer major impairment concerning their studies and difficulties in their handwriting which seem to be common. It is a developmental disorder in which certain traits such as impulse control lag in development (Schonwald & Lechner, 2006) and which has been estimated to range from 3 to 5 years. To be diagnosed with ADHD, symptoms must be observed in two different setting for six months or more and to a degree that is greater than other children of the same age. The symptom categories yield three potential classification of ADHD, predominantly inattentive type (ADHD-PI or ADHA), predominantly hyperactive impulsive type (ADHD-H1 or ADHD-H) and combined type (ADHD-C) if criteria for both subtypes are met (Ramsay & Russell, 2007). Health and Outreach Publication (2009) identified predominantly inattentive type symptoms to involves, being easily distracted, forgetting or missing details, frequently 13 switching from one activity to another and trouble completing or turning in homework assignments. Predominantly hyperactive-impulsive type, fidget and swim in their seat, talk nonstop, dash around, touching or playing with anything and everything in sight. They do experience trouble sitting still during dinner, in school and story time, constantly in motion and also have difficulty doing quiet tasks or activities. They blurt out inappropriate comments, show their emotions without restrains and act without regard for consequences. They are impatient, that is have difficulty waiting for things they want or waiting their turns in games. Often children with ADHD suffer from comorbidities and learning problems (Child & Youth Psychiatric Society, 2008). Attention deficit- hyperactivity disorder impacts school-age children and result in lack of focus, restlessness, impulsive acts which impairs their ability to learn properly. Mannuzza, Klein and Bessler (2006) indicated that children with the disorder are at greater risk for longer term negative outcomes such as lower educational and employment attainment. As adult, children who were diagnosed with ADHD are at increased risk for antisocial personality disorder, substance abuse, mood and anxiety
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