高等教育学生に対するADHDの影響を明らかにする:統計不安,態度,統計識字

Chen Hanna Ryder¹, Carmit Gal¹, Miriam Sarid²

¹The Brain & Behavior Research Institute, Western Galilee Academic College, Acre, Israel.

Frontiers in psychiatry

|August 25, 2025

まとめ

注意欠陥/多動性障害 (ADHD) の生徒は,統計に関する不安や好意的でない態度を示しますが,統計に関する識字能力は同級生に匹敵します. これはレジリエンスと標的型支援の必要性を強調しています

科学分野:

教育心理学
神経発達障害
高等教育研究

背景:

注意欠陥/多動性障害 (ADHD) は,実行機能に影響を与える神経発達状態です.
統計の識字は高等教育の成功に不可欠ですが,しばしば課題を伴うものです.
ADHD,統計の不安,態度,識字の成果との関係は,高等教育では十分に研究されていない.

研究の目的:

高等教育学生のADHD診断状態と統計学識との関連を調査する.
統計に対する不安と態度に対するADHDの影響を調べる.
ADHDの状況,態度,不安,学歴などの統計学的な識字の予測要因を特定する.

主な方法:

405人の大学生を対象とした比較研究.
公式に診断されたADHD (n=80),未診断のADHD (n=74) と非ADHD (n=251) の3つのグループを分析した.
統計的識字,不安,態度が評価され,複数の回帰が予測要因を特定するために使用されました.

主要な成果:

ADHD (診断されたと診断されていない) の学生は,ADHDでない同級生よりも統計的に高い不安と,より不利な態度を報告しました.
3つのグループで統計的識字能力の有意な差は見つかりませんでした.
統計学に対する態度や学位レベルは統計学識の重要な予測要因として登場した.

結論:

増加した不安や否定的な態度にも関わらず ADHDの生徒は同級生と比べると統計学的な識字能力に優れているのです
この発見はADHDが定量的な学力に悪影響を及ぼすという仮定に異議を唱え学生の回復力を強調しています
介入は,統計の不安を和らげ,生徒の学術的可能性を認識しながら,態度を改善することに焦点を当てるべきです.

キーワード:

ADHD について学業成績心配する高等教育統計的識字能力診断されていないADHD

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