Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with academic failure in high school; however the underpinnings of these difficulties are insufficiently understood. This study examined deficits in self-regulated learning in a sample of high school students with ADHD (n = 32) compared to demographically similar classmates without ADHD (n = 18). A multimethod battery of self and parent rating scales and cognitive tasks measured aspects of intrinsic motivation, extrinsic motivation, and goal-directed executive functions. A multiple regression modeled predictors of current Grade Point Average (GPA). Results indicated that high school students with ADHD placed lower value on academics (d = .99), were less likely to use goal-setting strategies (d = .95), possessed lower levels of metacognition (d = 1.86), and showed significant deficits in task-based cognitive flexibility (d = .80). After controlling for covariates, the set of self-regulated learning variables explained 23% of the variance in GPA, with metacognition (6% of variance explained) and cognitive flexibility (7% of variance explained) serving as significant predictors of outcome. Findings suggest that higher-order executive function deficits play a critical role in the academic functioning of high school students and students with ADHD show large deficits in these areas. Thus, interventions that target metacognition and cognitive flexibility (i.e., the ability to think through decisions before acting, inhibit automatic responses, and make effective decisions for a desired goal) may be particularly promising to remediate ADHD-related academic problems in high school.

注意缺陷/多动症（ADHD）与高中的学业失败有关；但是，对这些困难的根源还知之甚少。这项研究调查了样本中具有ADHD（n  = 32）的高中生与没有ADHD（n  = 18）的人口统计学相似的同班同学相比，自我调节学习的不足。自我和父母等级量表和认知任务的多种方法测量了内在动机，外在动机和目标导向的执行功能。对当前平均绩点（GPA）进行多元回归建模的预测因子。结果表明，患有ADHD的高中生对学术的重视程度较低（d = .99），使用目标设定策略的可能性较小（d = .95），具有较低的元认知水平（d = 1.86），并且在基于任务的认知灵活性上显示出明显的缺陷（d= .80）。在控制了协变量之后，一组自我调节的学习变量解释了GPA中23％的方差，而元认知（解释了方差的6％）和认知灵活性（解释方差的7％）可作为结果的重要预测指标。研究结果表明，高阶执行功能缺陷在高中生和多动症学生的学术功能中起着至关重要的作用，在这些领域中显示出大量缺陷。因此，针对元认知和认知灵活性的干预措施（即在采取行动之前通过决策进行思考，抑制自动反应并为期望的目标做出有效决策的能力）对于纠正高中与ADHD相关的学术问题可能特别有希望。