Academic Motivation Deficits in Adolescents with ADHD and Associations with Academic Functioning
Academic Motivation Deficits in Adolescents with ADHD and Associations with Academic Functioning
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DOI：
10.1007/s10802-019-00601-x
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发表时间：
2020-02-01
影响因子：
3.6
通讯作者：
Becker, Stephen P.
中科院分区：
文献类型：
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作者：
Smith, Zoe R.;Langberg, Joshua M.;Becker, Stephen P.
本研究评估了患有（n = 162）和不患有（n = 140）多动症的八年级青少年之间自我报告的内在和外在学业动机和消极动机的差异。这项研究还通过目标（即平均绩点、标准化阅读和数学成绩）和跨评估者测量（即家长报告的家庭作业表现）来检验动机和学术功能之间的关联。对性别、智力和药物状况进行方差控制的多变量分析发现，与没有 ADHD 的青少年相比，患有 ADHD 的青少年在所有学术动机领域都表现出显着的动机缺陷，包括内在动机 (d = 0.49)、外在动机 (d = 0.43) 和无动机 (d = 0.42)。为了检查多动症组和对照组的动机是否与学业障碍存在差异相关，我们进行了控制性别、智力和药物状态的多组路径分析。研究结果表明，对于患有和不患有多动症的青少年来说，动机与学业障碍存在不同的相关性。对于对照组来说，较高的动机与较差的作业表现相关，较低的内在动机与较低的阅读准确性相关。在 ADHD 组中，较高的动机与较差的作业表现和数学流畅性相关，较高的外在动机与较好的作业表现和较高的 GPA 相关，较高的内在动机与较高的阅读准确性相关。这项研究建立在先前的研究基础上，证明患有多动症的青少年与没有多动症的同龄人相比存在学业动机缺陷。需要进行研究来了解学术动机和学术功能的纵向相互作用，着眼于制定或修改干预措施以提高学术动机和学术成功。
The present study evaluates differences in self-reported intrinsic and extrinsic academic motivation and amotivation between eighth-grade adolescents with (n = 162) and without (n = 140) ADHD. This study also examines associations between motivation and academic functioning with objective (i.e., grade point average, standardized reading and math scores) and cross-rater measurement (i.e., parent-reported homework performance). Multivariate analysis of variance controlling for sex, intelligence, and medication status found that adolescents with ADHD exhibited a significant motivational deficit compared to adolescents without ADHD across all areas of academic motivation, including intrinsic motivation (d = 0.49), extrinsic motivation (d = 0.43), and amotivation (d = 0.42). To examine whether motivation was differentially associated with academic impairment in the ADHD and comparison groups, a multi-group path analysis was conducted controlling for sex, intelligence, and medication status. Findings showed that motivation was differentially associated with academic impairment for adolescents with and without ADHD. For the comparison group, higher amotivation was associated with poorer homework performance and lower intrinsic motivation was associated with lower reading accuracy. In the ADHD group, higher amotivation was associated with poorer homework performance and math fluency, higher extrinsic motivation was associated with better homework performance and higher GPA, and higher intrinsic motivation was associated with higher reading accuracy. This study builds upon previous research in demonstrating that adolescents with ADHD have academic motivational deficits when compared to their peers without ADHD. Research is needed to understand the longitudinal interplay of academic motivation and academic functioning, with an eye towards developing or modifying interventions to increase academic motivation and academic success.