relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents认知功能和降低患病率之间的关系在青少年的内在学习动机.pdfVIP

Mizuno et al. Behavioral and Brain Functions 2011, 7:4 /content/7/1/4 RESEARCH Open Access Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents 1,2* 1 1,3 4 1,2 Kei Mizuno , Masaaki Tanaka , Sanae Fukuda , Kyoko Imai-Matsumura , Yasuyoshi Watanabe Abstract Background: Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. Methods: The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. Results: In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick- out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. Conclusions: The present f