Funding outcome

Researchers have observed a dramatic global decrease in self-regulation skills (Raghunathan et al., 2021). Schools subsequently experience increasing behavioural complexity in children, contributing to the Alberta provincial teacher strike. Self-regulation consists of emotional, behavioural, and cognitive regulation. Emotional regulation is the ability to evaluate and monitor emotional reactions, behavioural regulation is the ability to control behaviour in accordance to goals and situational demands, and cognitive regulation is the ability to control cognitive processes such as attentional control. Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention and hyperactivity/impulsivity that emerges in early childhood and intensifies in middle childhood. These symptoms are accompanied by lower levels of self-regulation skills, however, a gap in understanding remains in how different dimensions of self-regulation, especially emotional regulation, are associated with impulsive/hyperactive ADHD symptoms. To address this gap, I will conduct a systematic scoping review using PsycINFO and PubMed, using peer-reviewed studies focusing on children aged 6-12 with measured ADHD symptoms and self-regulation skills. This review will address two main research questions: (1) How do the three dimensions of self-regulations relate to impulsive/hyperactive ADHD symptoms in middle childhood? and (2) How do these associations differ by gender? This review will clarify how the dimensions of self-regulation and ADHD hyperactive/impulsive symptoms are associated, which will inform clinical and school interventions. Additionally, the PEERS Lab is collecting pilot data to investigate how children's self-regulation relates to ADHD. To contribute to this project, I will conduct assessments of children's emotional, behavioural, and cognitive self-regulation.