COGNITIVE MOTIVATIONAL FACTORS IN ADHD CHILDREN

多动症儿童的认知动机因素

• 批准号: 3475607
• 负责人: BETSY HOZA
• 金额: $ 9.26万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-04-01 至 1996-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3475607
• 关键词: academic achievement; adolescence (12-20); attention deficit disorder; child mental disorders; cognition; human subject; interview; longitudinal human study; male; mental disorder diagnosis; middle childhood (6-11); motivation; psychological tests; self concept; social adjustment

A domain-specific approach is proposed to examine the cognitive/motivational processes of children with Attention Deficit Hyperactivity Disorder (ADHD), relative to control children. These studies are unique in three ways. First, they comprise the-first comprehensive comparison of cognitive/motivational variables in ADHD vs. normal children. They examine these cognitive/ motivational variables by applying a model of achievement motivation from the developmental literature (Dweck & Leggett, 1988) to a major form of childhood psychopathology--ADHD. Second, they are the first to examine the domain specificity of motivational processes by examining multiple domains of functioning (academic, social) within a single sample of children, while holding subject variables constant. Third, they are the first studies of which we are aware to apply structural modeling techniques to a longitudinal data set in order to evaluate simultaneously the effects of codiagnoses and cognitive/motivational factors on academic and social outcomes of ADHD children. Using this unique approach, three studies are proposed that, as a group, examine: (1) whether ADHD and matched control children differ in their self-perceptions, attributions/control beliefs, and theories of personal attributes, in a domain-specific manner, (2) whether individual difference variables, e.g., goal orientation, self-perceptions, can predict task persistence, post-performance self-evaluations, and post-performance attributions on academic and social tasks in a laboratory setting; (3) whether for both ADHD and normal children, the effects of failure become more pronounced with increasing age; (4) whether patterns of prediction differ for ADHD children with different codiagnoses; and (5) whether information regarding codiagnoses, combined with cognitive/motivational and self-perception variables, can predict academic achievement and social adjustment over time. Examination of these issues may shed important light on our understanding of ADHD.

提出了一种特定领域的方法来检查 注意力不足的儿童的认知/动机过程 相对于对照儿童的多动症（ADHD）。 这些研究 以三种方式独一无二。 首先，它们构成了第一个全面的 ADHD与正常儿童的认知/动机变量的比较。 他们通过应用模型来检查这些认知/动机变量 发展文献的成就动机（Dweck＆ Leggett，1988年）至儿童精神病学的主要形式 - ADHD。 第二， 他们是第一个检查动机的领域特异性的人 通过检查功能多个领域（学术，社会）来进行过程 在一个孩子的一个样本中，同时拥有主题变量 持续的。 第三，它们是我们知道适用的第一项研究 纵向数据集的结构建模技术，以便 同时评估Codiagnoses和 多动症的学术和社会成果的认知/动机因素 孩子们。 使用这种独特的方法，提出了三项研究， 一个小组，检查：（1）ADHD和匹配的对照儿童在 他们的自我认知，归因/控制信念和理论 个人属性，以特定领域的方式，（2）个人是否个人属性 差异变量，例如目标取向，自我感知，可以预测 任务持久性，表现后自我评估和表现后 在实验室环境中归因于学术和社会任务； （3） 无论是多动症和正常儿童，失败的影响 随着年龄的增长更加明显； （4）预测模式是否 多动症儿童有不同的诊断儿童； （5）是否 有关Codiagnoses的信息，结合认知/动机和 自我感知变量，可以预测学术成就和社会 随着时间的推移调整。 对这些问题的检查可能会流失重要的光明 关于我们对多动症的理解。