The interplay of ADHD characteristics and executive functioning with the GPA and divergent thinking of engineering students: A conceptual replication and extension.
The interplay of ADHD characteristics and executive functioning with the GPA and divergent thinking of engineering students: A conceptual replication and extension.
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DOI：
10.3389/fpsyg.2022.937153
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发表时间：
2022
影响因子：
3.8
通讯作者：
Zaghi, Arash Esmaili
中科院分区：
文献类型：
--
作者：
Taylor, Christa L;Zaghi, Arash Esmaili
注意力缺陷多动障碍（ADHD）和执行功能障碍的特征一方面与较差的学术成果相对应，另一方面与增强的发散思维相对应。目前的研究是为了更好地了解ADHD特征，执行功能困难，发散性思维和学术成果之间的关系，通过概念上的复制和扩展以前的研究。美国东北部一所公立大学的工程专业本科生（N = 199）完成了ADHD特征和日常执行功能的自我报告测量，以及发散思维（图形和语言）和智商（IQ）测试。一系列多元回归模型的结果表明，（1）执行功能困难负，非语言智商和图形发散思维积极预测工程平均成绩（GPA;从大学注册处获得），（2）GPA和言语智商积极预测图形发散思维得分，（3）言语智商积极预测言语发散思维得分。一系列多元回归模型测试的断言，控制智商将加强发散性思维和ADHD特征或执行功能之间的关系没有得到支持，但确实显示了选择的特征和发散性思维之间的关联。综上所述，这些结果支持了先前的结论，即患有ADHD特征和执行功能障碍的学生可能在学业上挣扎，但表现出选择增强的发散思维能力。
Characteristics of attention-deficit hyperactivity disorder (ADHD) and executive functioning difficulties have been found to correspond with poorer academic outcomes on the one hand and enhanced divergent thinking on the other hand. The current study was conducted to better understand the relationship between ADHD characteristics, executive functioning difficulties, divergent thinking, and academic outcomes by conceptually replicating and expanding on a previous study. Undergraduate engineering students (N = 199) at a public university in the northeastern United States completed self-report measures of ADHD characteristics and daily executive functioning, as well as divergent thinking (figural and verbal) and intelligence quotient (IQ) tests. The results of a series of multiple regression models showed that (1) executive functioning difficulties negatively, and non-verbal IQ and figural divergent thinking positively, predicted engineering grade point average (GPA; obtained from the university registrar’s office), (2) GPA and verbal IQ positively predicted figural divergent thinking scores, and (3) verbal IQ positively predicted verbal divergent thinking scores. A series of multiple regression models testing the assertion that controlling for IQ would strengthen the relationship between divergent thinking and ADHD characteristics or executive functioning were not supported but did show associations between select components of characteristics and divergent thinking. Taken together, these results support previous conclusions that students with ADHD characteristics and executive functioning difficulties may struggle academically yet exhibit select enhanced divergent thinking abilities.