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Study objective was to examine the relationships among self-reported attentional problems, executive dysfunction, anxiety, and depression among undergraduate students.
Participants were 313 undergraduate students enrolled in introductory psychology courses from January to April 2014. Data was gathered through a web-based survey. Participants completed the Beck Depression Inventory – II, Beck Anxiety Inventory, Barkley Adult ADHD Rating Scale – IV, and Barkley Deficits in Executive Functioning Scale. Structural equation modeling was used to evaluate the relationships among study variables. All variables were highly correlated, with the strongest relationship being between attention problems and executive dysfunction. While anxiety did not show a significant indirect effect on this relationship, depression showed a suppressive effect.

本研究旨在考察本科生群体中自我报告的注意问题、执行功能障碍、焦虑与抑郁之间的关联关系。研究参与者为2014年1月至4月期间，就读于普通心理学入门课程的313名本科生。数据通过网络问卷调查的方式采集。参与者完成了贝克抑郁量表第二版（Beck Depression Inventory – II）、贝克焦虑量表（Beck Anxiety Inventory）、巴克利成人注意缺陷多动障碍评定量表第四版（Barkley Adult ADHD Rating Scale – IV）以及巴克利执行功能缺陷量表（Barkley Deficits in Executive Functioning Scale）。本研究采用结构方程模型（Structural Equation Modeling）对各研究变量间的关联进行评估。所有研究变量均呈现显著相关，其中注意问题与执行功能障碍之间的关联强度最高。尽管焦虑对该关联未表现出显著的间接效应，但抑郁则呈现出抑制效应。