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The aim of this investigation was to assess how different levels of intensity of ADHD symptoms influence the development of the subjective feeling of competence in school age children. The sample was comprised of 62 children age 11 to 13. For the purpose of estimation of the subjective feeling of competence, The Feeling of Competence Questionnaire was created. Level of ADHD symptoms intensity was estimated with the use of The Symptoms of ADHD Questionnaire, created on the basis of diagnostic criteria for ADHD included in DSM-IV and ICD-10. Cluster analysis distinguished two groups of children: a group with a lower level of ADHD symptoms intensity (Group 1) and a group with a higher level of ADHD symptoms intensity (Group 2). Group 2 revealed a significantly lower level of global feelings of competence and lower scores on the subscales: adaptive properties, knowledge and skills, acknowledgement, emotional factor and belief in success. There was no significant difference in the level of the feeling of co-operation skills and social adjustment. The results suggest that children with symptoms of ADHD are likely to have a low level of feelings of competence, which may well be a risk factor leading to later social disorders. (Contains 5 tables and 1 figure.)

The article presents the results of research aimed at verifying the hypothesis relating to the links between selected subjective and contextual factors and adaptation strategies of a three-year-old child to preschool environment. The research was conducted on a group of 40 children, who began preschool education in 2012. Children were tested with The Denver Developmental Screening Test (the Denver test) and with the Adaptation Strategy Questionnaire (ASQ) developed for the purposes of the research. The results indicate that there exists three strategies which simultaneously constitute the criteria for the level of adaptation of a child to preschool environment: positive (creative adaptation) and negative (anxiety and indifference). Significant statistical correlations between age, psycho-motor development, level of mother's education and the child's adaptation strategy have been established. Children of mothers who attained tertiary education, older children, children who achieved a higher level of psycho-motor development more often manifested a positive adaptation strategy. It was, however, revealed that only 15 out of 40 children subject to the examination applied the strategy of creative adaptation. The result is alarming and requires further research in order to identify the factors determining it. [ABSTRACT FROM AUTHOR]