Maxwell Gregor, Augustine Lilly, Granlund Mats
CHILD, School of Education and Communication, Jönköping University, Sweden.
Dev Neurorehabil. 2012;15(4):274-83. doi: 10.3109/17518423.2012.689780. Epub 2012 May 30.
Participation as involvement in a situation includes two dimensions; doing the activity and the experience of involvement.
The ICF-CY only measures doing using the capacity and performance qualifiers, a dimension measuring the experience is needed; a third qualifier.
The experienced involvement of pupils in school activities is higher when thinking and doing coincided.
By comparing self-reported experiences of involvement of children, data about what children were thinking and doing during activities were gathered from 21 children with and 19 without disabilities in inclusive classrooms.
A relationship exists between an index of the subjective experience of involvement and whether children were thinking and doing the same things.
This index can be constructed using measures of concentration, control, involvement, and motivation. Choice is influential, as knowledge about why an activity is undertaken affects involvement. Additionally, increased subjective experience of involvement gives better psychological health and well-being.
参与作为对一种情境的卷入包括两个维度；进行活动和卷入体验。
《国际功能、残疾和健康分类儿童版》（ICF-CY）仅使用能力和表现限定词来衡量进行活动的情况，还需要一个衡量体验的维度，即第三个限定词。
当思考和行动一致时，学生对学校活动的体验性卷入更高。
通过比较儿童自我报告的卷入体验，从融合课堂中的21名残疾儿童和19名非残疾儿童那里收集了有关他们在活动期间的思考和行动的数据。
卷入的主观体验指标与儿童是否在思考和做相同的事情之间存在关联。
该指标可以通过注意力、控制力、卷入度和动机的测量来构建。选择具有影响力，因为关于从事某项活动的原因的认知会影响卷入度。此外，卷入的主观体验增加会带来更好的心理健康和幸福感。
