Meta-analytic methods were used to examine global and domain-specific (i.e., academic, social, behavioral) self-esteem in children and adolescents with and without ADHD. Potential moderators of effect size heterogeneity were also examined via meta-regressions within a three-level approach. Findings from 49 aggregated global self-esteem effect sizes (ADHD = 2500, TD = 9448), 12 academic self-esteem effect sizes (ADHD = 386, TD = 315), 11 social self-esteem effect sizes (ADHD = 258, TD = 254), and 8 behavioral self-esteem effect sizes (ADHD = 231, TD = 211) suggest that children and adolescents with ADHD experience moderate global ( = 0.46, < .001), academic ( = 0.60, = .009), and social ( = 0.67, = .001) self-esteem impairments compared to children and adolescents without the disorder. The aggregated behavioral self-esteem effect size ( = 0.20, = .54), however, was not significant, and the global self-esteem effect size was markedly smaller compared to effect sizes for the academic and social domains. Further, examination of potential moderators of effect size heterogeneity indicated null effects for medication status, diagnostic complexity, informant, age, sex, comorbid psychopathology, and self-esteem dimension. Collectively, findings suggest that children and adolescents with ADHD do not hold a ubiquitous negative self-perception of difficulties across academic, social, and behavioral domains of functioning, and unexamined domains that are distal to ADHD may serve to bolster global self-esteem.

中文翻译：

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患有和不患有注意力缺陷/多动障碍的儿童和青少年的自尊：荟萃分析综述

使用荟萃分析方法来检查患有或不患有多动症的儿童和青少年的整体和特定领域（即学术、社交、行为）自尊。效应大小异质性的潜在调节因素也通过三水平方法内的元回归进行了检查。 49 个全球自尊效应汇总值（ADHD = 2500，TD = 9448）、12 个学术自尊效应值（ADHD = 386，TD = 315）、11 个社会自尊效应值（ADHD = 258，TD）的结果= 254) 和 8 个行为自尊效应大小 (ADHD = 231, TD = 211) 表明患有 ADHD 的儿童和青少年经历中等的整体 (= 0.46, < .001)、学术 (= 0.60, = .009)、与没有该疾病的儿童和青少年相比，社交（= 0.67，= .001）自尊受损。然而，聚合的行为自尊效应大小 ( = 0.20, = .54) 并不显着，并且与学术和社会领域的效应大小相比，总体自尊效应大小明显较小。此外，对效应大小异质性的潜在调节因素的检查表明，药物状态、诊断复杂性、知情人、年龄、性别、共病精神病理学和自尊维度没有影响。总的来说，研究结果表明，患有多动症的儿童和青少年并没有对学术、社会和行为功能领域的困难抱有普遍的负面自我认知，而与多动症无关的未经审查的领域可能有助于增强整体自尊。