Langberg Joshua M, Smith Zoe R, Dvorsky Melissa R, Molitor Stephen J, Bourchtein Elizaveta, Eddy Laura D, Eadeh Hana-May, Oddo Lauren E
Department of Psychology.
Sch Psychol Q. 2018 Sep;33(3):390-398. doi: 10.1037/spq0000219. Epub 2017 Aug 31.
Many students with attention-deficit/hyperactivity disorder (ADHD) exhibit deficits in motivation to pursue long-term goals. Students with ADHD have particular difficulty with motivation to complete homework-related tasks and often fail to complete assignments. Although these problems are common and may impact academic performance, no homework-motivation measures have been validated for use with students with ADHD. The primary goal of the present study was to evaluate the factor structure and predictive validity of a homework-motivation measure based upon the expectancy-value theory of achievement motivation. A sample of 285 middle school students with ADHD completed the measure, and confirmatory factor analysis was used to evaluate the proposed factor structure and associations with parent and teacher ratings of homework performance. A 2-factor structure emerged, and model fit was excellent. Further, student-rated ability-expectancy beliefs demonstrated significant associations with parent-rated homework problems and performance and with teacher-rated homework performance and percentage of assignments turned in above and beyond ADHD symptoms. Future directions for studying the importance of motivation in students with ADHD are provided, with particular attention to the role that reward sensitivity may play in motivation. (PsycINFO Database Record
许多患有注意力缺陷多动障碍（ADHD）的学生在追求长期目标的动机方面存在缺陷。患有ADHD的学生在完成与家庭作业相关任务的动机方面尤其困难，并且经常无法完成作业。尽管这些问题很常见，可能会影响学业成绩，但尚未有针对患有ADHD的学生的家庭作业动机测量方法得到验证。本研究的主要目的是基于成就动机的期望价值理论，评估一种家庭作业动机测量方法的因素结构和预测效度。285名患有ADHD的中学生完成了该测量，并用验证性因素分析来评估所提出的因素结构以及与家长和教师对家庭作业表现评分的关联。出现了一个双因素结构，模型拟合良好。此外，学生自评的能力期望信念与家长评定的家庭作业问题和表现、教师评定的家庭作业表现以及除ADHD症状外上交作业的百分比之间存在显著关联。本文提供了关于研究ADHD学生动机重要性的未来方向，特别关注奖励敏感性在动机中可能发挥的作用。（PsycINFO数据库记录）
