Purpose: The aim of this study was to examine the influences of elementary school students' ADHD tendency on their emotional problems such as depression and anxiety, and to verify the mediating effects of social relationships, specifically friend support, on these influences. Method: This study involved 456 students from two elementary schools in the capital area. The participants were surveyed regarding their ADHD tendency, friend support, depression, and anxiety levels. The data gathered were subsequently analyzed using a Structural Equation Model. Results: The results of the study are as follows: first, it was discovered that ADHD tendency in elementary school students directly affect friend support negatively. Second, the ADHD tendency was found to increase their levels of depression and anxiety, either directly or indirectly. Third, the ADHD tendency was shown to augment depression and anxiety via the route of friend support. Specifically, it was found that the paths of ‘ADHD tendency → friend support → depression’, ‘ADHD tendency → depression → anxiety’, ‘ADHD tendency → friend support → depression → anxiety’ were statistically significant. Conclusion: The findings of this study can serve as basic data for developing effective emotional intervention programs for students with ADHD tendency, by identifying the specific paths through which these students' ADHD tendency influence their emotional difficulties.
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3. Research Results