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Hazrati, Zahra, Ranjbari, Sheida, Baniasadi, Tayebeh, Khajehaflaton, Sedigheh. (1401). Effects of Social Support on Participation of Children with ADHD in Physical Activity: Mediating Role of Emotional Wellbeing. , 10(10), 16880-16886. doi: 10.22038/ijp.2022.64698.4899
Zahra Hazrati; Sheida Ranjbari; Tayebeh Baniasadi; Sedigheh Khajehaflaton. "Effects of Social Support on Participation of Children with ADHD in Physical Activity: Mediating Role of Emotional Wellbeing". , 10, 10, 1401, 16880-16886. doi: 10.22038/ijp.2022.64698.4899
Hazrati, Zahra, Ranjbari, Sheida, Baniasadi, Tayebeh, Khajehaflaton, Sedigheh. (1401). 'Effects of Social Support on Participation of Children with ADHD in Physical Activity: Mediating Role of Emotional Wellbeing', , 10(10), pp. 16880-16886. doi: 10.22038/ijp.2022.64698.4899
Hazrati, Zahra, Ranjbari, Sheida, Baniasadi, Tayebeh, Khajehaflaton, Sedigheh. Effects of Social Support on Participation of Children with ADHD in Physical Activity: Mediating Role of Emotional Wellbeing. , 1401; 10(10): 16880-16886. doi: 10.22038/ijp.2022.64698.4899

Effects of Social Support on Participation of Children with ADHD in Physical Activity: Mediating Role of Emotional Wellbeing

Journal of Pediatric Perspectives
مقاله 13، دوره 10، شماره 10، دی 2022، صفحه 16880-16886    اصل مقاله (275.27 K)
نوع مقاله: original article
شناسه دیجیتال (DOI): 10.22038/ijp.2022.64698.4899
نویسندگان
Zahra Hazrati* 1؛ Sheida Ranjbari2؛ Tayebeh Baniasadi3؛ Sedigheh Khajehaflaton4
1Department of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
2Department of Physical Education, Urmia Branch, Islamic Azad University, Urmia, Iran
3Visiting Scholar, Indiana University, School of Public Health, Department of Kinesiology, USA
4Ph.D in Sport Sciences, Department of Physical Education, Farhangian University, Gorgan, Iran
چکیده
Background: It has been shown that social support is an essential factor for participation of children in physical activity. However, this issue among children with ADHD has been rarely investigated. Therefore, the aim of the present study was to examine the effects of social support on participation of children with ADHD in physical activity with considering the emotional wellbeing as a mediator.
Methods: This study followed a descriptive-correlational method. Totally, 103 children with ADHD aged 10 to 12 years attended in the special school for children with ADHD participated in this study. Social support, physical activity, and emotional wellbeing were measured by the use of standard questionnaires. Data was analyzed through Structural Equation Modeling (SEM).
Results: Descriptive data showed that our sample had relatively low amounts of physical activity, besides moderate levels of perceived social support and emotional well-being. Social support positively affected physical activity (T=6.954) and emotional wellbeing (T=6.954). Moreover, emotional wellbeing positively affected physical activity (T=6.954). Finally, emotional wellbeing significantly mediated the association between social support and physical activity (P<0.001).
Conclusion: The results of the present study indicate that urgent strategies should be adopted for children with ADHD, as they had small amounts of physical activity. Moreover, social support can be considered as a vital factor in the participation of children with ADHD in physical activities. Finally, we can consider emotional wellbeing as a moderating factor in the effectiveness of social support on the amount of physical activity among children with ADHD.
کلیدواژه‌ها
ADHD؛ social support؛ physical activity؛ emotional wellbeing
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