ADHD症状与适应不良成就策略:过渡到中学后学业表现的相互预测

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL
Palmu Iines R., Määttä Sami J., Närhi Vesa M., Savolainen Hannu K.
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引用次数: 1

摘要

本纵向研究考察了两种外化行为问题,即注意力缺陷多动障碍(ADHD)和品行障碍(CDs)如何随着时间的推移与低动机(MAS)相关,以及这些问题如何影响学习成绩。在我们的交叉滞后分析中,我们发现5年级和6年级的ADHD症状和MAS之间存在相互作用。这两个领域也对以后的学习成绩有负向预测。对于cd和MAS,没有发现交叉滞后效应,尽管两者都是相关的,并且随着时间的推移非常稳定,并且对以后的学习成绩有负面预测。这些不同类型的外化问题行为似乎在它们与学生的MAS和长期学业表现相互作用的方式上有所不同。有ADHD症状的学生可能比有cd的学生更容易受到负面学习经历和MAS发展的影响。注意缺陷多动障碍(ADHD)和MAS具有长期的相互关联,两者都对学校过渡后的学习成绩有负向预测。cd和MAS有很强的时间内相关性,它们分别预测了转学后的学习成绩。有ADHD症状的学生似乎比有cd的学生更容易受到MAS的负面影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ADHD symptoms and maladaptive achievement strategies: the reciprocal prediction of academic performance beyond the transition to middle school
ABSTRACT This longitudinal study examined how two externalising behaviour problems, attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CDs), are associated over time with low motivation (MAS), and how these problems effect academic performance. In our cross-lagged analysis, we found reciprocal effects between ADHD symptoms and MAS between Grades 5 and 6. Both domains also negatively predicted later academic performance. With CDs and MAS, no cross-lagged effects were found, although both were correlated and very stable over time, and negatively predicted later academic performance. These different kinds of externalising problem behaviours seem to differ in the way in which they interact with students’ MAS and academic performance in the long term. Students with ADHD symptoms are likely to be more vulnerable to negative learning experiences and the development of MAS than students with CDs. Highlights ADHD and MAS had a reciprocal over-time association, and both negatively predicted academic performance beyond school transition. CDs and MAS had a strong within-time association and they separately predicted academic performance beyond school transition. Students with ADHD symptoms seem to be more vulnerable to the negative effects of MAS than students with CDs.
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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