Multimethod assessment of psychopathology among DSM-IV subtypes of children with attention-deficit/hyperactivity disorder: self-, parent, and teacher reports.

Using data based on self-, parent, and teacher reports, we assessed various aspects of psychopathology in a large sample of control children and those with ADHD. Confirmatory factor analysis was employed to extract response bias from latent constructs of aggression, anxiety, attention problems, depression, conduct disorder, and hyperactivity. These latent constructs were then entered into logistic regression equations to predict membership in control versus ADHD groups, and to discriminate between ADHD subtypes. Results of the regression equations showed that higher levels of attention problems and aggression were the best predictors of membership in the ADHD group relative to controls. Logistic regression also indicated that a higher degree of aggression was the only significant predictor of membership in the ADHD-Combined group compared to the ADHD-Inattentive group. However, when comorbid diagnoses of Oppositional Defiant Disorder and Conduct Disorder were controlled for in the logistic regression, greater hyperactivity rather than aggression was the sole variable with which to distinguish the ADHD-Combined from the ADHD-Inattentive subtype. Results are discussed in the context of the DSM-IV ADHD nosology and the role of instrument and source bias in the diagnosis of ADHD.

Attributions of deviance to self and peers by Japanese and U.S. students.

The author examined self-enhancement bias among 5th and 11th graders in the United States and Japan. After listening to stories describing aggressive, depressive, oppositional, and school-phobic behaviors of hypothetical peers, the participants rated the likelihood that they themselves and other students their age would act like the story protagonists. The U.S. students generally showed no greater self-enhancement tendencies than did the Japanese students; in addition, the relationships between positive and negative self-concepts and ratings of self-similarity to deviant exemplars were similar in both samples. In the depressed and oppositional stories, the 11th graders rated themselves less like the deviant characters and more different from their peers than did the 5th graders.

Concepts of human differences: a comparison of American, Japanese, and Chinese children and adolescents.

Concepts of human differences were studied among 5th and 11th graders in the United States (n = 175), Japan (n = 256), and the People's Republic of China (n = 160). Relative to their peers in the other 2 cultures, more American students noted differences in appearance and attractiveness and material resources; more Japanese students noted various physical features, and more Chinese students noted specific behaviors. On the whole, Japanese responses resembled those of the American students more closely than those of the Chinese students. With increasing age, American students reported a larger number, whereas Asian students tended to report a smaller number of distinct categories of human differences. Results are discussed in terms of cultural construals of self and theories of cognitive development.

Psychological maladjustment and academic achievement: a cross-cultural study of Japanese, Chinese, and American high school students.

Psychological maladjustment and its relation to academic achievement, parental expectations, and parental satisfaction were studied in a cross-national sample of 1,386 American, 1,633 Chinese, and 1,247 Japanese eleventh-grade students. 5 indices of maladjustment included measures of stress, depressed mood, academic anxiety, aggression, and somatic complaints. Asian students reported higher levels of parental expectation and lower levels of parental satisfaction concerning academic achievement than their American peers. Nevertheless, Japanese students reported less stress, depressed mood, aggression, academic anxiety, and fewer somatic complaints than did American students. Chinese students reported less stress, academic anxiety, and aggressive feelings than their American counterparts, but did report higher frequencies of depressed mood and somatic complaints. High academic achievement as assessed by a test of mathematics was generally not associated with psychological maladjustment. The only exception was in the United States, where high achievers indicated more frequent feelings of stress than did low achievers.