本研究主要在探究國小ADHD學生和一般生的的執行功能、人際關係與恆毅力間的關係，以及執行功能作為中介變項的效果。以便利取樣，抽取雙北地區國小四到六年級16名ADHD學生，及33名一般學生。採測驗法及問卷調查法，研究工具為「中文版執行功能作業」、「國小學童同儕適應量表」及「中文版國小學童恆毅力量表」。再將所得資料進行描述性統計、差異檢定、相關分析與中介效果檢驗。主要結果如下：ADHD學生在執行功能中的「抑制能力」表現顯著低於一般生、在「計畫及問題解決能力」臨界顯著低於一般生；在人際關係中的「正向關係」顯著低於一般生；在恆毅力中的「興趣穩定性」臨界顯著低於一般生。抑制和計畫及問題解決能力在學生類別與人際關係和恆毅力之間皆無顯著中介效果。
最後，依據研究結果做進一步討論，並提出在教學實務及未來相關研究之建議。

This research mainly explored the relationship between the executive function, interpersonal relationship and grit of elementary school ADHD students and normal students, and the mediating effect of executive function as a mediator variable. This research adopted convenience sampling, and selected 16 ADHD students and 33 normal students from grades 4 to 6 in elementary schools in Taipei City and New Taipei City. A test method and rating scale method were used. The research tools were “Chinese Version of Executive Function Task,” “Peer Adaptation Scale of Elementary School Children” and “Traditional Chinese version of Grit Scale.” The data were analyzed with descriptive statistics, independent-sample t-test, Pearson correlation and mediation analysis.
The main results are as follows: ADHD students’ performance of “inhibition ability” in executive function was significantly lower than that of normal students, and “planning and problem-solving ability” was borderline significantly lower than that of normal students, the “positive relationship” in interpersonal relationship was significantly lower than that of normal students, the “consistency of interest” in grit was borderline significantly lower than that of normal students. “Inhibition” and “planning and problem solving” had no significant mediating effects between different student categories and interpersonal relationships, and neither did grit.
Based on the research results, this study also provideded futher suggestions for teaching practice and future research.

朱慶琳、黃敏怡、葉啟斌、姜忠信（2018）：〈學齡期注意力不足過動症──混合表現型兒童執行功能研究〉。《特殊教育研究學刊》，43，53–78。[Chu, C.-L., Huang, M.-Y., Yeh, C.-B., & Chiang, C.-H. (2018). Executive function in elementary school children with attention-deficit/hyperactivity disorder combined presentation. Bulletin of Special Education, 43, 53–78.] https://doi.org/10.6172/BSE.201803_43(1).0003
身心障礙及資賦優異學生鑑定辦法（2013年9月2日）修正公布。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=h0080065 [Regulations for Identifying Disabled Students and Gifted Students. (2013, September 2). Amendment to Articles. https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=h0080065]
呂秋蓮、陳明終、孟瑛如、田仲閔（2015）：〈國小普通班教師面對ADHD學生教學困擾與因應策略之現況調查與研究〉。《特教論壇》，19，85–101。[Lu, C.-L., Chen, M.-C., Meng, Y.-R., & Tyan, J.-M. (2015). A study of regular class teachers' coping strategies and difficulties in teaching elementary students with ADHD. Special Education Forum, 19, 85–101.] https://doi.org/10.6502/SEF.2015.19.85-101
何曉婷、吳玉欣、黃茂雄、郭乃文（2011）：〈生態化執行功能訓練對腦傷病人之治療：病例報告〉。《臺灣復健醫學雜誌》，39，31–38。[Ho, H.-T., Wu, Y.-H., Huang, M.-H., & Guo, N.-W. (2011). Ecological executive function training in patient with brain injury: A case report. Taiwan Journal of Physical Medicine and Rehabilitation, 39, 31–38.] https://doi.org/10.6315/2011.39(1)05
孟瑛如、謝瓊慧（2012）：〈國小ADHD出現率、鑑定、藥物治療與教養措施之調
查研究〉。《特殊教育與輔助科技學報》，5，1–34。[Meng, Y.-R., & Hsieh, C.-H. (2012). The study related to appearance rates, identification, medical care and teaching strategies for students with attention deficit hyperactivity disorder in elementary schools. Journal of Research in Special Education and Assistive Technology, 5, 1–34.] https://doi.org/10.6684/JRSEAT.201211.5.1
孟瑛如、簡吟文（2014）：〈從DSM–5的改變談注意力缺陷過動症未來的鑑定與教學輔導趨勢〉。《輔導季刊》，50，22–27。[Meng, Y.-R., & Chien, Y.-W. (2014). Discussing future trends of identification and instructional guide with ADHD through modification of DSM-5. Guidance Quarterly, 50, 22–27.]
柯大文（2013）：〈過動兒的成因與調治〉。《中醫兒科醫學雜誌》，15，50–64。[Ko, D.-W. (2013). Causes and treatment of ADHD. Journal of Traditional Chinese Dediatric Medicine, 15, 50–64.]
翁姿瑤（2018）：〈國小學童家庭互動模式與人際關係之探討〉。《家庭教育雙月刊》，73，20–27。[Weng, Z.-Y. (2018). A discussion on the family interaction model and interpersonal relationship of elementary school children. Journal of Family Education Bimonthly, 73, 20–27.]
陳心怡（2018）：《魏氏兒童智力量表第五版中文版技術和解釋手冊》。中國行為科學社。[Chen, H.-Y. (2018). Instruction manual of WISC-V Chinese version. Chinese Behavioral Science Corporation.]
國立臺灣大學醫學院附設醫院精神醫學部（2015）：《注意力不足過動症》。衛生福利部。[Department of psychiatry, National Taiwan University Hospital. (2015). Attention deficit hyperactivity disorder. Ministry of Health and Welfare.]
陳彥光、田莒昌（2014）：〈注意力不足過動症中西醫病因病機探討〉。《北臺灣中醫醫學雜誌》，6，1–16。[Chen, Y.-K., & Tyan, C.-C. (2014). Analysis of etiology and pathogenesis of attention deficit hyperactivity disorder. Northern Taiwan Journal of Chinese Medicine, 6, 1–16.]
陳思親、陳慧娟（2021）：〈青少年知覺的社會支持和英文科學業成就之關係：恆毅力與學習投入之序列中介效果分析〉。《教育心理學報》，52，857–884。[Chen, S.-C., & Chen, H.-J. (2021). Relationship between perceived social support and English academic achievement among adolescents: The sequentially mediating effects of grit and learning engagement. Bulletin of Educational Psychology, 52, 857–884.]
https://doi.org/10.6251/BEP.202106_52(4).0006
張春興（1989）：《張氏心理學辭典》。東華。[Zhang, C.-X. (1989). Zhang's dictionary of psychology. Tung-Hua.]
張春興（1991）：《現代心理學重修版》。東華。[Zhang, C.-X. (1991). Modern psychology (2nd ed.). Tung-Hua.]
廖育秀（2021）：《執行功能測驗之成分與多元智慧、正向心理特質之關係》（未出版博士論文），國立臺灣師範大學。[Liao, Y.-H. (2021). The latent structure of the executive function components and their relationships with multiple intelligences and positive psychological traits (Unpublished doctoral dissertation). National Taiwan Normal University.]
臺灣精神醫學會（2014）：《DSM-5精神疾病診斷準則手冊》。合記。[Taiwanese Society of Psychiatry. (2014). Desk reference to the diagnostic criteria from DSM-5. Ho-Chi.]
鄧文（2018）：《服藥與否之注意力缺陷過動症兒童與一般兒童創造力潛能之差異研究》（未出版碩士論文），國立臺灣師範大學。[Ten, W. (2018). The study on the differences of creativity potential between general children, attention deficit hyperactivity disorder children with and without medication (Unpublished master’s thesis). National Taiwan Normal University.]
劉仿桂（2010）：〈臺灣兒童與青少年人際關係團體輔導成效之後設分析研究〉。《諮商輔導學報》，22，69–121。[Liu, F.-K. (2010). The interpersonal relationship group guidance effects on the children and adolescents in Taiwan: A meta-analysis. Journal of Counseling & Guidance, 22, 69–121.] https://doi.org/10.6308/JCG.22.03
蔡秉勳、林雅芬、陳學志、林小慧、蔡孟寧（2020）：〈中文版「國小學童恆毅力量表」之編製與驗證〉。《測驗學刊》，67，237–269。[Tsai, P.-H., Lin, Y.-H., Chen, H.-C., Lin, H.-H., & Tsai, M.-N. (2020).
The development and validation of traditional Chinese version of grit scale (GS-TC) for elementary school students. Psychological Testing, 67, 237–269.]
賴英娟、陸偉明、董旭英（2011）：〈以結構方程模式探討臺灣大學生自尊、生活目標、希望感及校園人際關係對憂鬱情緒之影響〉。《教育心理學報》，42，677–699。[Lai, Y.-C., Luh, W.-M., & Tung, Y.-Y. (2011). The effects of self-esteem, life goals, hope, and campus interpersonal relationships on the depressive mood of college students in Taiwan. Bulletin of Educational Psychology, 42, 677–699.] https://doi.org/10.6251/BEP.20100324
鍾杰（2019）：《執行功能測驗於注意力不足過動症臨床診斷之運用》（未出版碩士論文），中山醫學大學。[Zhong, J. (2019). The application of executive function task for clinical diagnosis of attention deficit/hyperactivity disorder (Unpublished master’s thesis). Chung Shan Medical University.]
羅佳芬（2002）：《國小兒童父母管教方式、自我概念、人際關係與利社會行為之相關研究》（未出版碩士論文），國立臺南大學。[Lo, C.-F. (2002). The study of parental discipline, self-concept, interpersonal relationships and social-friendly behaviors of elementary school children (Unpublished master’s thesis). National University of Tainan.]
羅品欣、陳李綢（2005）：〈國小學童的家庭結構、親子互動關係、情緒智力與同儕互動關係之研究〉。《教育心理學報》，36，221–240。[Lo, P.-H., & Chen, L.-C. (2005). The study of “family structure, parents-child interaction, emotional intelligence and interaction between peers” for elementary school students. Bulletin of Educational Psychology, 36, 221–240.] https://doi.org/10.6251/BEP.20041123
羅品欣、陳李綢（2016）：《國小學童同儕適應量表指導手冊》。心理出版社。[Lo, P.-X., & Chen, L.-C. (2016). Instruction manual of peer adaptation scale for elementary school children. Psychological Publishing.] American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425787
Baddeley, A. D., & Della S. S. (1996). Working memory and executive control. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 351, 1397–1404. https://doi.org/10.1098/rstb.1996.0123
Bailey, C. E. (2007). Cognitive accuracy and intelligent executive function in the brain and in business. Annals of the New York Academy of Sciences, 1118, 122–141. https://doi.org/10.1196/annals.1412.011
Baler, R. D., & Volkow, N. D. (2006). Drug addiction: The neurobiology of disrupted self-control. Trends in Molecular Medicine, 12, 559–566. https://doi.org/10.1016/j.molmed.2006.10.005
Barch, D. M. (2005). The cognitive neuroscience of schizophrenia. Annual Review of Clinical Psychology, 1, 321–353. https://doi.org/10.1146/annurev.clinpsy.1.102803.143959
Barkley, R. A., & Murphy, K. R. (2006). Attention-deficit hyperactivity disorder: A clinical workbook (3rd ed.). Guilford Press.
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
Borella, E., Carretti, B., & Pelegrina, S. (2010). The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning Disabilities, 43, 541–552. https://doi.org/10.1177/0022219410371676
Bowman, N. A., Hill, P. L., Denson, N., & Bronkema, R. (2015). Keep on truckin’or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions. Social Psychological and Personality Science, 6, 639–645. https://doi.org/10.1177/1948550615574300
Brammer, L. M. (1993). The helping relationship: Process and skill. Allyn and Bacon.
Broidy, L. M., Nagin, D. S., Tremblay, R. E., Bates, J. E., Brame, B., Dodge, K. A., Fergusson, D., Horwood, J. L., Loeber, R., Laird, R., Lynam, D. R., Moffitt, T. E., Pettit, G. S., & Vitaro, F. (2003). Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: A six-site, cross-national study. Developmental Psychology, 39, 222–245. https://doi.org/10.1037/0012-1649.39.2.222
Brown, T. E., & Landgraf, J. M. (2010). Improvements in executive function correlate with enhanced performance and functioning and health-related quality of life: Evidence from 2 large, double-blind, randomized, placebo-controlled trials in ADHD. Postgraduate Medicine, 122, 42–51. https://doi.org/10.3810/pgm.2010.09.2200
Clark, C., Prior, M., & Kinsella, G. (2002). The relationship between executive function abilities, adaptive behaviour, and academic achievement in children with externalising behaviour problems. Journal of Child Psychology and Psychiatry, 43, 785–796. https://doi.org/10.1111/1469-7610.00084
Crescioni, A. W., Ehrlinger, J., Alquist, J. L., Conlon, K. E., Baumeister, R. F., Schatschneider, C., & Dutton, G. R. (2011). High trait self-control predicts positive health behaviors and success in weight loss. Journal of Health Psychology, 16, 750–759. https://doi.org/10.1177/1359105310390247
Cross, T. M. (2014). The gritty: Grit and non-traditional doctoral student success (EJ1033306). ERIC. https://eric.ed.gov/?id=EJ1033306
Cynthia, L. H., Amori, Y. M., Linda, P., & Keith, M. (2009). Can executive functions explain the relationship between attention deficit hyperactivity disorder and social adjustment. Journal of Abnormal Child Psychology, 37, 679–691. https://doi.org/10.1007/s10802-009-9302-8
Davis, J. C., Marra, C. A., Najafzadeh, M., & Liu-Ambrose, T. (2010). The independent contribution of executive functions to health related quality of life in older women. BMC Geriatrics, 10, Article 16. https://doi.org/10.1186/1471-2318-10-16
Denson, T. F., Pedersen, W. C., Friese, M., Hahm, A., & Roberts, L. (2011). Understanding impulsive aggression: Angry rumination and reduced self-control capacity are mechanisms underlying the provocation-aggression relationship. Personality and Social Psychology Bulletin, 37, 850–862. https://doi.org/10.1177/0146167211401420
Diamond, A. (2005). Attention-deficit disorder (attention-deficit/hyperactivity disorder without hyperactivity): A neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with hyperactivity). Development and Psychopathology, 17, 807–825. https://doi.org/10.1017/S0954579405050388
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101.
https://doi.org/10.1037/0022-3514.92.6.1087
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (GRIT–S). Journal of Personality Assessment, 91, 166–174. https://doi.org/10.1080/00223890802634290
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L.S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
Eakin, L., Minde, K., Hechtman, L., Ochs, E., Krane, E., Bouffard, R., & Looper, K. (2004). The marital and family functioning of adults with ADHD and their spouses. Journal of Attention Disorders, 8, 1–10.
https://doi.org/10.1177/108705470400800101
Erb, C. D., & Marcovitch, S. (2019). Tracking the within-trial, cross-trial, and developmental dynamics of cognitive control: Evidence from the simon task. Child Development, 90, e831–e848. https://doi.org/10.1111/cdev.13111
Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18, 1-16. https://doi.org/10.1002/acp.934
Guerrero, L. R., Dudovitz, R., Chung, P. J., Dosanjh, K. K., & Wong, M. D. (2016). Grit: A potential protective factor against substance use and other risk behaviors among latino adolescents. Academic Pediatrics, 16, 275–281. https://doi.org/10.1016/j.acap.2015.12.016
Hart, H., Radua, J., Nakao, T., Mataix-Cols, D., & Rubia, K. (2013). Meta-analysis of functional magnetic resonance imaging studies of inhibition and attention in attention-deficit/hyperactivity disorder: Exploring task-specific, stimulant medication, and age effects. JAMA Psychiatry, 70, 185–198. https://doi.org/10.1001/jamapsychiatry.2013.277
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Publications.
Heider, F. (1958). The psychology of interpersonal relation. John Wiley & Sons.
Hofstra, M. B., Van Der Ende, J., & Verhulst, F. C. (2002). Child and adolescent problems predict DSM-IV disorders in adulthood: A 14-year follow-up of a Dutch epidemiological sample. Journal of the American Academy of Child & Adolescent Psychiatry, 41, 182–189. https://doi.org/10.1097/00004583-200202000-00012
Jang, F.-L., & Lin, C.-H. (2018). Adaptation impairment in primary school children with attention deficient hyperactivity disorder: A pilot study. Taiwanese Journal of Psychiatry, 32, 72–78.
Jenna, R. R., & Stephen, P. H. (2011). Linkages between childhood executive functioning and adolescent social functioning and psychopathology in girls with ADHD. Child Neuropsychology, 17, 368–390. https://doi.org/10.1080/09297049.2010.544649
Kent, M., Rivers, C. T., & Wrenn, G. (2015). Goal-directed resilience in training (GRIT): A biopsychosocial model of self-regulation, executive functions, and personal growth (eudaimonia) in evocative contexts of PTSD, obesity, and chronic pain. Behavior Sciences, 5, 264–304. https://doi.org/10.3390/bs5020264
Lam, K. K. L., & Zhou, M. (2019). Examining the relationship between grit and academic achievement within K-12 and higher education: A systematic review. Psychology in the Schools, 56, 1654–1686. https://doi.org/10.1002/pits.22302
Lezak, M. D. (1995). Neuropsychological assessment (3rd ed.). Oxford University Press.
Li, L., & Zhu, J. (2022). Peer victimization and problematic internet game use among Chinese adolescents: A moderated mediation model of school engagement and grit. Current Psychology, 41, 1943–1950. https://doi.org/10.1007/s12144-020-00718-z
Lui, M., & Tannock, R. (2007). Working memory and inattentive behaviour in a community sample of children. Behavioral and Brain Functions, 3, Article 12. https://doi.org/10.1186/1744-9081-3-12
Luthans, K. W., Luthans, B. C., & Chaffin, T. D. (2018). Refining grit in academic performance: The mediational role of psychological capital. Journal of Management Education, 43, 35–61.
https://doi.org/10.1177/1052562918804282
Ma, C., Ma, Y., & Lan, X. (2020). The moderating role of social identity and grit in the association between parental control and school adjustment in Chinese middle school students. Frontiers in Psychology, 11, Article 677. https://doi.org/10.3389/fpsyg.2020.00677
Martin, M. M., & Anderson, C. M. (1998). The cognitive flexibility scale: Three validity studies. Communication Reports, 11, 1–9. https://doi.org/10.1080/08934219809367680
Maslow, A. H. (1954). Motivation and personality. Harpers.
Miller, H. V., Barnes, J. C., & Beaver, K. M. (2011). Self-control and health outcomes in a nationally representative sample. American Journal of Health Behavior, 35, 15–27. https://doi.org/10.5993/AJHB.35.1.2
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100. https://doi.org/10.1006/cogp.1999.0734
Morris, N., & Jones, D. M. (1990). Memory updating in working memory: The role of the central executive. British Journal of Psychology, 81, 111–121. https://doi.org/10.1111/j.2044-8295.1990.tb02349.x
Morrison, F. J., Ponitz, C. C., & McClelland, M. M. (2010) Self-regulation and academic achievement in the transition to school. In S. D. Calkins, & M. A. Bell (Eds), Child development at the intersection of emotion and cognition (pp.203–224). American Psychological Association.
Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children's peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99–128. https://doi.org/10.1037/0033-2909.113.1.99
Ozonoff, S., & Jensen, J. (1999). Brief report: Specific executive function profiles in three neurodevelopmental disorders. Journal of Autism and Developmental Disorders, 29, 171–177. https://doi.org/10.1023/A:1023052913110
Palisoc, A. J. L., Matsumoto, R. R., Ho, J., Perry, P. J., Tang, T. T., & Ip, E. J. (2017). Relationship between grit with academic performance and attainment of postgraduate training in pharmacy students. American Journal of Pharmaceutical Education, 81, Article 67. https://doi.org/10.5688/ajpe81467
Penades, R., Catalan, R., Rubia, K., Andres, S., Salamero, M., & Gasto, C. (2007). Impaired response inhibition in obsessive compulsive disorder. European Psychiatry, 22, 404–410.
https://doi.org/10.1016/j.eurpsy.2006.05.001
Peterson, E., & Welsh, M. C. (2014). The development of hot and cool executive functions in childhood and adolescence: Are we getting warmer? In S. Goldstein & J. A. Naglieri (Eds), Handbook of executive functioning (pp. 45–65). Springer Publishing Company. https://doi.org/10.1007/978-1-4614-8106-5_4
Poon, K. (2018). Hot and cool executive functions in adolescence: Development and contributions to important developmental outcomes. Frontiers in Psychology, 8, Article 2311.
https://doi.org/10.3389/fpsyg.2017.02311
Rey-Mermet, A., Gade, M., & Oberauer, K. (2018). Should we stop thinking about inhibition? Searching for individual and age differences in inhibition ability. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 501–526. https://doi.org/10.1037/xlm0000450
Riggs, N. R., Spruijt-Metz, D., Sakuma, K. L., Chou, C. P., & Pentz, M. A. (2010). Executive cognitive function and food intake in children. Journal of Nutrition Education and Behavior, 42, 398–403.
https://doi.org/10.1016/j.jneb.2009.11.003
Schonfeld, A. M., Paley, B., Frankel, F., & O'Connor, M. J. (2006). Executive functioning predicts social skills following prenatal alcohol exposure. Child Neuropsychology, 12, 439–452. https://doi.org/10.1080/09297040600611338
Sergeant, J. A., Geurts, H., & Oosterlaan, J. (2002). How specific is a deficit of executive functioning for attention-deficit/hyperactivity disorder? Behavioural Brain Research, 130, 3–28. https://doi.org/10.1016/S0166-4328(01)00430-2
Seymour, K. E., Macatee, R., & Chronis-Tuscano, A. (2019). Frustration tolerance in youth with ADHD. Journal of Attention Disorders, 23, 1229–1239. https://doi.org/10.1177/1087054716653216
Stevens, A. D. (2009). Social problem-solving and cognitive flexibility: Relations to social skills and problem behavior of at-risk young children [Unpublished doctoral dissertation]. Seattle Pacific University.
Stewart, S. M., Byrne, B. M., Lee, P. W. H., Ho, L. M., Kennard, B. D., Hughes, C., & Emslie, G. (2003). Personal versus interpersonal contributions to depressive symptoms among Hong Kong adolescents. International Journal of Psychology, 38, 160–169. https://doi.org/10.1080/00207590244000313
Taylor-Tavares, J. V., Clark, L., Cannon, D. M., Erickson, K., Drevets, W. C., & Sahakian, B. J. (2007). Distinct profiles of neurocognitive function in unmedicated unipolar depression and bipolar II depression. Biological Psychiatry, 62, 917–924. https://doi.org/10.1016/j.biopsych.2007.05.034
Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111, 877–902. https://doi.org/10.1037/edu0000324
Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone. S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A meta-analytic review. Biological Psychiatry, 57, 1336–1346. https://doi.org/10.1016/j.biopsych.2005.02.006
Yang, Q., Shi, M., Tang, D., Zhu, H., & Xiong, K. (2022). Multiple roles of grit in the relationship between interpersonal stress and psychological security of college freshmen. Frontiers in Psychology, 13, Article 824214. https://doi.org/10.3389/fpsyg.2022.824214