Colomer Carla, Berenguer Carmen, Roselló Belén, Baixauli Inmaculada, Miranda Ana
Departamento de Educación, Universidad Jaume ICastellón, Spain.
Departamento de Psicología Evolutiva y de la Educación, Universidad de ValenciaValencia, Spain.
Front Psychol. 2017 Apr 12;8:540. doi: 10.3389/fpsyg.2017.00540. eCollection 2017.
Children diagnosed with attention deficit/hyperactivity disorder (ADHD) are at risk of experiencing lower academic achievement compared to their peers without ADHD. However, we have a limited understanding of the mechanisms underlying this association. Both the symptoms of the disorder and the executive functions can negatively influence learning behaviors, including motivation, attitude toward learning, or persistence, key aspects of the learning process. The first objective of this study was to compare different components of learning behaviors in children diagnosed with ADHD and typically developing (TD) children. The second objective was to analyze the relationships among learning behaviors, executive functioning, and symptoms of hyperactivity/impulsivity in both groups. Participants were 35 children diagnosed with ADHD and 37 with TD (7-11 years old), matched on age and IQ. The teachers filled out the Behavior Rating Inventory of Executive Function (BRIEF) and the Learning Behaviors Scale, which evaluates Competence/motivation, Attitude toward learning, Attention/persistence, and Strategy/flexibility. In addition, parents and teachers filled out the DSM-5 diagnostic criteria for ADHD. ANOVAs showed significant differences between children with ADHD and TD children on all the learning behaviors. Moreover, in both the ADHD and TD groups, the behavioral regulation index of the BRIEF predicted the search for strategies, and the metacognition index was a good predictor of motivation. However, attitude toward learning was predicted by metacognition only in the group with ADHD. Therefore, the executive functions had greater power than the typical symptoms of inattention and hyperactivity/impulsivity in predicting learning behaviors of children with ADHD. The findings are in line with other studies that support the influence of the executive functions on performance, highlighting the importance of including their development as a top priority from early ages in the school setting in order to strengthen learning behaviors.
与没有注意力缺陷多动障碍（ADHD）的同龄人相比，被诊断患有该疾病的儿童面临学业成绩较低的风险。然而，我们对这种关联背后的机制了解有限。该疾病的症状和执行功能都会对学习行为产生负面影响，包括动机、学习态度或坚持性，这些都是学习过程的关键方面。本研究的第一个目标是比较被诊断患有ADHD的儿童和发育正常（TD）儿童在学习行为的不同组成部分上的差异。第二个目标是分析两组中学习行为、执行功能以及多动/冲动症状之间的关系。参与者为35名被诊断患有ADHD的儿童和37名TD儿童（7至11岁），年龄和智商相匹配。教师填写了执行功能行为评定量表（BRIEF）和学习行为量表，后者评估能力/动机、学习态度、注意力/坚持性以及策略/灵活性。此外，家长和教师填写了ADHD的DSM-5诊断标准。方差分析显示，ADHD儿童和TD儿童在所有学习行为上均存在显著差异。此外，在ADHD组和TD组中，BRIEF的行为调节指数都能预测策略的寻找，元认知指数是动机的良好预测指标。然而，只有在ADHD组中，元认知才能预测学习态度。因此，在预测ADHD儿童的学习行为方面，执行功能比注意力不集中和多动/冲动的典型症状具有更大的影响力。这些发现与其他支持执行功能对表现有影响的研究一致，强调了从早期就将其发展作为学校环境中的首要任务以强化学习行为的重要性。
