Construction of goal management training program and its efficacy for mental health intervention in college students with inattentive attention deficit hyperactivity disorder

HENG Hui; ZHENG Yingcan; HE Ying; SU Hong; ZHAO Yunxuan; CUI Feijuan; YANG Guoyu

doi:10.16016/j.2097-0927.202408091

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Construction of goal management training program and its efficacy for mental health intervention in college students with inattentive attention deficit hyperactivity disorder

Medical Psychology | 更新时间：2025-03-11

- Construction of goal management training program and its efficacy for mental health intervention in college students with inattentive attention deficit hyperactivity disorder
- Journal of Army Medical University Vol. 47, Issue 5, Pages: 480-488(2025)
- 作者机构：
  
  1.陆军军医大学（第三军医大学）医学心理系军人发展心理教研室，重庆
  2.陆军军医大学（第三军医大学）第二附属医院医学心理科，重庆
  3.重庆城市管理职业学院智慧康养学院，重庆
  4.重庆工程职业技术学院马克思主义学院，重庆
- 作者简介：
  
  YANG Guoyu， E-mail： ygy918@tmmu.edu.cn
- 基金信息：
- DOI：10.16016/j.2097-0927.202408091
  CLC： G645.5;R395.1;R395.6
- Received：23 August 2024，
  
  Revised：17 December 2024，
  
  Published：15 March 2025
- 稿件说明：
移动端阅览
衡惠，郑莹灿，贺英，等.目标管理训练的方案构建及其对注意缺陷型注意缺陷多动障碍大学生的心理健康干预效果［J］.陆军军医大学学报，2025，47（05）：480-488.DOI：10.16016/j.2097-0927.202408091.

HENG H，ZHENG Y C，HE Y，et al.Construction of goal management training program and its efficacy for mental health intervention in college students with inattentive attention deficit hyperactivity disorder［J］.J Army Med Univ，2025，47（05）：480-488.DOI：10.16016/j.2097-0927.202408091.
衡惠，郑莹灿，贺英，等.目标管理训练的方案构建及其对注意缺陷型注意缺陷多动障碍大学生的心理健康干预效果［J］.陆军军医大学学报，2025，47（05）：480-488.DOI：10.16016/j.2097-0927.202408091. DOI：

HENG H，ZHENG Y C，HE Y，et al.Construction of goal management training program and its efficacy for mental health intervention in college students with inattentive attention deficit hyperactivity disorder［J］.J Army Med Univ，2025，47（05）：480-488.DOI：10.16016/j.2097-0927.202408091. DOI：

摘要

目的

探讨目标管理训练对注意缺陷型注意缺陷多动障碍（attention deficit hyperactivity disorder，ADHD）大学生核心症状和心理健康水平的改善效果。

方法

采用德尔菲法，构建注意缺陷型ADHD大学生目标管理训练方案。在2024年3-6月，通过陆军军医大学第二附属医院及重庆市3所大学发布广告，招募注意缺陷型ADHD大学生共68人，采用计算机随机化法将研究对象分为试验组（34人）和对照组（34人）。试验组接受连续7周，每周1次，每次2 h的目标管理训练，对照组暂不接受训练。使用成人多动症症状自评问卷（Adult ADHD Self-Report Scale，ASRS）、情绪调节困难问卷（Dysregulation of Emotions Rating Scale，DERS）、七项广泛性焦虑障碍量表（Generalized Anxiety Disorde-7，GAD-7）、抑郁症筛查量表（Patient Health Questionnaire-9，PHQ-9）、自我关怀问卷（Self-Compassion Scale，SCS）、生活满意度量表（Satisfaction with Life Scale，SWLS），在训练前1周内（前测）、训练后1周内（后测）对2组被试进行评估。

结果

① 2轮专家咨询的专家权威系数（Cr）为0.83，问卷回收率分别为100%和95%，肯德尔协调系数分别为0.081（

0.01）、0.226（

0.001），变异系数均

0.3，专家咨询结果可靠。目标管理训练包含1个一级指标、7个二级指标、20个三级指标。②7周目标管理训练后组别和时间交互作用显示，试验组在注意缺陷症状（Wald

=28.35，

0.001）、情绪调节困难（Wald

=23.81，

0.001）、焦虑（Wald

=22.79，

0.001）、抑郁（Wald

=20.52，

0.001）、自我关怀（Wald

=9.36，

0.01）和生活满意度（Wald

=3.97，

0.05）等指标的改善程度与对照组相比均具有统计学差异。

结论

目标管理训练能显著改善注意缺陷型ADHD大学生的核心症状，降低焦虑、抑郁水平，增强情绪调节、自我关怀能力，提高生活满意度。

Abstract

Objective‍　‍To explore the efficacy of goal management training (GMT) on core symptoms and mental status in college students with attention deficit hyperactivity disorder (ADHD) inattentive ty

pe. Methods‍　‍Delphi method was used to construct a GMT program for college students with inattentive ADHD. Then

totally 68 college students with inattentive ADHD were recruited through advertisements published by hospitals and universities (Second Affiliated Hospital of Army Medical University

and 3 universities in Chongqing from March to June 2024. The subjects were randomly divided into an intervention group (

=34) and a control group (

=34). The intervention group received GMT for 2 h

once a week

for 7 weeks

and the control group did not receive training for the time being. The 2 groups were evaluated within 1 week before and in 7 weeks after intervention by using Adult ADHD Self-Report Scale (ASRS)

Dysregulation of Emotions Rating Scale (DERS)

Generalized Anxiety Disorde-7 (GAD-7)

Patient Health Questionnaire-9 (PHQ-9)

Self-Compassion Scale (SCS)

and Satisfaction with Life Scale (SWLS). Results‍　‍① The expert authority coefficient (Cr) of 2 rounds of expert consultation was 0.83

with a questionnaire recovery rate of 100% and 95%

respectively

the Kendall’s coordination coefficient was 0.081 (

0.01) and 0.226 (

0.01)

and the coefficient of variation was

0.3

indicating the results of the expert consultation were reliable. The constructed GMT program includes 1 first-level indicator

7 second-level indicators

and 20 third-level indicators. ② After 7 weeks of GMT intervention

the interaction between the 2 groups and time showed that the experimental group obtained significant improvements than the control group in terms of inattention symptoms (Wald

Chi

-square=28.35

0.001)

dysregulation of emotions (Wald

Chi

-square=23.81

0.001)

anxiety (Wald

Chi

-square=22.79

0.001)

depression (Wald

Chi

-square=20.52

0.001)

self-compassion (Wald

Chi

-square=9.

0.01)

and life satisfaction (Wald

Chi

-square=3.97

0.05). Conclusion‍　‍GMT intervention can significantly improve the core symptoms of college students with inattentive ADHD

reduce anxiety and depression levels

enhance their emotion regulation and self-compassion abilities

and improve their life satisfaction.

关键词

Keywords

references

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