Laval University, Québec, Canada.
University of Toronto, Ontario, Canada.
J Atten Disord. 2019 Dec;23(14):1816-1828. doi: 10.1177/1087054715587098. Epub 2015 Jun 5.
The main goal of the current study is to investigate whether intrinsic motivation and behavioral engagement mediate the association between inattention symptoms and academic achievement (reading, writing, and mathematics), as well as to document the extent to which inattention symptoms contribute to academic achievement due to variance overlapping with intrinsic motivation and behavioral engagement. Participants were 92 children (Grades 1-4). Data were gathered using a combination of parent and teacher reports as well as objective assessments. Results did not support the mediating role of intrinsic motivation and behavioral engagement. A commonality analysis showed that 77.44% to 82.10% of the variance explained in each academic achievement domains was due to variance shared by inattention symptoms, intrinsic motivation, and behavioral engagement. These results suggest more commonality than differences between inattention symptoms, intrinsic motivation, and behavioral engagement with regard to their association with academic achievement. The implications of these findings are discussed.
本研究的主要目的是探讨内在动机和行为投入是否在注意力不集中症状与学业成绩（阅读、写作和数学）之间起中介作用，以及注意力不集中症状通过与内在动机和行为投入重叠的方差对学业成绩的贡献程度。参与者为 92 名儿童（1-4 年级）。数据是通过家长和教师报告以及客观评估相结合收集的。结果不支持内在动机和行为投入的中介作用。共性分析表明，在每个学业成绩领域中，注意力不集中症状、内在动机和行为投入共同解释的方差为 77.44%至 82.10%。这些结果表明，与学业成绩相关的注意力不集中症状、内在动机和行为投入之间的共性多于差异。讨论了这些发现的意义。
