Rapport M D, Scanlan S W, Denney C B
Department of Psychology, University of Hawaii at Manoa, Hawaii 96822, USA.
J Child Psychol Psychiatry. 1999 Nov;40(8):1169-83.
A conceptual model has recently been hypothesized in which parallel but correlated developmental pathways exist for attention deficit behaviors and conduct problems. An important component of this model suggests that attention deficit behaviors are related to later scholastic underachievement, whereas conduct problems are unrelated to scholastic underachievement except by their common correlation with attention deficit and intelligence. The present study replicated the general model using a cross-sectional sample of 325 children, and examined whether hypothesized dual pathways (behavioral and cognitive) better account for the relationship between attention deficit, intelligence, and later scholastic achievement. Results of the structural equation modeling analysis were consistent with the hypothesized dual pathway model and suggest that school behavior and select cognitive abilities serve as important mediators between attention deficit, intelligence, and later scholastic achievement. Implications of these results for understanding the developmental trajectory of children with attention deficit and general theoretical models of ADHD are discussed.
最近有人提出了一个概念模型，其中注意力缺陷行为和品行问题存在平行但相关的发展路径。该模型的一个重要组成部分表明，注意力缺陷行为与后来的学业成绩不佳有关，而品行问题与学业成绩不佳无关，除非它们与注意力缺陷和智力存在共同的相关性。本研究使用325名儿童的横断面样本复制了该一般模型，并检验了假设的双重路径（行为和认知）是否能更好地解释注意力缺陷、智力和后来学业成绩之间的关系。结构方程模型分析的结果与假设的双重路径模型一致，并表明学校行为和特定认知能力在注意力缺陷、智力和后来学业成绩之间起到重要的中介作用。本文讨论了这些结果对于理解注意力缺陷儿童的发展轨迹以及多动症一般理论模型的意义。
