Objective: The aim of this study was to explore the relationship between the attention-deficit/ hyperactivity disorder (ADHD) symptoms, and somatization and dissociation among university students and to examine the role of difficulties in emotion regulation in such relationship.
Method: The study included 380 undergraduates studying at
. The participants were administered the Attention-Deficit/Hyperactivity Disorder Self-Report Scale, the Difficulties in Emotion Regulation-Short Form, the Symptom Checklist (SCL-90-R) Somatization subscale, and the Dissociative Experiences Scale.
Results: There was a statistically significant relationship between the ADHD symptoms, and dissociation, somatization and difficulties in emotion regulation; and between difficulties in emotion regulation, and somatization and dissociation. Regression analyses revealed that difficulties in emotion regulation had a partially mediating role in the effect of ADHD symptoms on both somatization and dissociation.
Conclusion: Our findings suggest that it is important to assess individuals with ADHD symptoms for symptoms of somatization and dissociation as well as emotion regulation difficulties. Interventions for emotion regulation difficulties in individuals with ADHD symptoms may be effective in reducing the symptoms of somatization and dissociation among these individuals.
Key words: Attention-deficit/hyperactivity disorder, difficulties in emotion regulation, somatization, dissociation