Longitudinal Evaluation of the Cognitive-Behavioral Model of ADHD in a Sample of College Students With ADHD
Longitudinal Evaluation of the Cognitive-Behavioral Model of ADHD in a Sample of College Students With ADHD
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DOI：
10.1177/1087054715616184
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发表时间：
2018-02-01
影响因子：
3
通讯作者：
Langberg, Joshua M.
中科院分区：
文献类型：
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作者：
Eddy, Laura D.;Dvorsky, Melissa R.;Langberg, Joshua M.
目的：本研究的主要目的是评估59名被诊断为ADHD的大学生的ADHD认知-行为模型中概述的纵向损害途径。方法：采用系列中介模型来检验成绩不佳（定义为上一年GPA）是否会通过负性自我概念和相关焦虑和抑郁症状的变化，纵向预测下一学年结束时自我报告的损害，同时控制基线损害和ADHD症状的变化。结果：研究结果支持ADHD的认知-行为模型。前一年GPA与年终整体损伤之间的关联完全通过自我概念和抑郁症状介导。结论：这些结果有助于解释为什么即使ADHD症状减轻，损伤仍然存在，并表明内化症状可能是干预ADHD大学生的重要目标。
Objective: The primary aim of this study was to evaluate longitudinal pathways to impairment as outlined in the cognitive-behavioral model of ADHD in a sample of 59 college students diagnosed with ADHD. Method: Serial mediation models were used to test whether underachievement, defined as prior year GPA, would longitudinally predict self-reported impairment at the end of the next school year, through negative self-concept and associated changes in symptoms of anxiety and depression, while controlling for baseline impairment and changes in ADHD symptoms. Results: Findings supported the cognitive-behavioral model of ADHD. The association between prior year GPA and overall impairment at the end of the year was fully mediated through self-concept and symptoms of depression. Conclusion: These results help explain why impairment often persists even when ADHD symptoms remit and suggests that internalizing symptoms may be an important target for intervention in college students with ADHD.