解释大学生ADHD症状与动机的关系:基本心理需求挫折的作用

IF 3.3 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Rylee Oram, Maria A. Rogers, G. DuPaul
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引用次数: 6

摘要

最近的研究表明,患有临床和亚临床注意力缺陷/多动障碍(ADHD)的本科生在学业上都很挣扎。此外,这些学生认为学习动机是他们学习困难的一个因素。自我决定理论(SDT)认为,动机的缺乏(被称为动机)可能是基本心理需求——自主性、能力和亲缘性受挫的结果。因此,本研究考察了基本心理需求挫折是否介导了ADHD症状学与学习动机之间的关系。一组大学生完成了一份关于他们大学经历的在线调查问卷。数据分析采用中介结构方程模型。结果表明所有变量之间存在显著的关系。此外,基本心理需求挫败感在ADHD症状学与学业动机的关系中起完全中介作用。这些结果表明满足患有ADHD症状的本科生的基本心理需求的重要性,因为这可能会增加他们的学习动机,并随后减少他们的学习困难。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration
Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.
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来源期刊
Canadian Journal of School Psychology
Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
4.30
自引率
0.00%
发文量
10
期刊介绍: The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.
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