COGNITIVE MOTIVATIONAL FACTORS IN ADHD

ADHD 的认知动机因素

• 批准号: 2247605
• 负责人: BETSY HOZA
• 金额: $ 9.98万
• 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/2247605
• 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 注意力缺陷儿童的认知/动机过程 多动症（ADHD），相对于对照儿童。 这些研究 在三个方面都是独一无二的。 首先，它们包括第一个全面的 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 发展文献中的成就动机 (Dweck & Leggett, 1988) 探讨了儿童精神病理学的一种主要形式——多动症。 第二， 他们是第一个研究动机领域特殊性的人 通过检查多个功能领域（学术、社会）的过程 在单个儿童样本中，同时保留主题变量 持续的。 第三，它们是我们意识到可以应用的第一个研究 纵向数据集的结构建模技术，以便 同时评估共同诊断的效果 认知/动机因素对多动症学业和社会结果的影响 孩子们。 使用这种独特的方法，提出了三项研究： 一组，检查：（1）ADHD 儿童和匹配对照儿童在以下方面是否存在差异： 他们的自我认知、归因/控制信念以及理论 个人属性，以特定领域的方式，（2）是否个人 差异变量，例如目标取向、自我认知，可以预测 任务持续性、绩效后自我评价和绩效后 实验室环境中学术和社会任务的归因； (3) 对于多动症儿童和正常儿童来说，失败的影响是否会变成 随着年龄的增长更加明显； (4) 是否有模式预测 具有不同共同诊断的多动症儿童的情况有所不同； (5) 是否 有关共同诊断的信息，结合认知/动机和 自我认知变量，可以预测学业成绩和社交能力 随着时间的推移进行调整。 对这些问题的研究可能会带来重要的启示 关于我们对多动症的理解。