Department of Cognitive Science, Carleton University, Ottawa, Canada.
Department of Psychology, Carleton University, Ottawa, Canada.
Cogn Emot. 2021 Nov;35(7):1334-1349. doi: 10.1080/02699931.2021.1955243. Epub 2021 Jul 13.
In this study, we extended a model of the relations among ADHD symptoms, anxiety, and academic performance. Undergraduates (= 515) completed self-report measures of anxiety (i.e. trait, test, math, and literacy) and ADHD symptoms. During the study, they completed math and literacy measures and reported their current (i.e. state) anxiety three times. There were significant correlations among ADHD symptoms and all measures of anxiety. However, neither ADHD symptoms nor trait anxiety were correlated with math or literacy performance. Test-anxious students reported increasing state anxiety as the study progressed. In contrast, math-anxious students reported increased state anxiety following the math tasks but not the literacy tasks and literacy-anxious students reported increased state anxiety following the literacy tasks but not the math tasks. With respect to performance, math-anxious students had worse math performance and literacy-anxious students had worse literacy performance whereas test anxiety was not directly related to performance on either math or literacy tasks. Patterns of relations did not differ for men and women, but, except for literacy anxiety, women reported higher levels of all types of anxiety. These results could help educators understand how affective responses are related to university students' academic performance.
在这项研究中，我们扩展了 ADHD 症状、焦虑和学业成绩之间关系的模型。大学生（=515 人）完成了焦虑（即特质、测试、数学和读写）和 ADHD 症状的自我报告测量。在研究期间，他们完成了数学和读写测试，并三次报告了他们当前（即状态）的焦虑。ADHD 症状与所有焦虑测量之间存在显著相关性。然而，ADHD 症状或特质焦虑与数学或读写成绩均不相关。考试焦虑的学生随着研究的进展报告了状态焦虑的增加。相比之下，数学焦虑的学生在完成数学任务后报告了状态焦虑的增加，而在完成读写任务后则没有；读写焦虑的学生在完成读写任务后报告了状态焦虑的增加，而在完成数学任务后则没有。就表现而言，数学焦虑的学生数学表现更差，读写焦虑的学生读写表现更差，而考试焦虑与数学或读写任务的表现均无直接关系。这些关系模式在男性和女性中没有差异，但除了读写焦虑之外，女性报告了更高水平的所有类型的焦虑。这些结果可以帮助教育工作者了解情感反应与大学生学业成绩之间的关系。
