高等教育中学习障碍/注意力缺陷/多动障碍的学生应对远程学习:从COVID-19时代学到的教训
1Department of Learning Disabilities and Education, Western Galilee College, Akko, Israel.
Frontiers in psychology
|May 30, 2023
概括
在COVID-19大流行期间,学习障碍 (LD) 和/或注意力缺陷/多动障碍 (ADHD) 的学生在适应远程学习时面临更大的挑战. 在危机期间,针对性支持对这些处于危险之中的人群至关重要.
科学领域:
- 高等教育 高等教育.
- 心理学 心理学 心理学
- 教育技术的教育技术.
背景情况:
- 由于COVID-19大流行,需要在高等教育中快速过渡到远程学习 (RL).
- 具有学习障碍 (LD) 和/或注意力缺陷/多动障碍 (ADHD) 的学生在教育过渡期间可能会遇到独特的挑战.
- 了解这些人群在危机期间的适应模式对于有效的支持至关重要.
研究的目的:
- 在COVID-19大流行期间检查LD和/或ADHD的高等教育学生在以色列远程学习的调整情况.
- 为了比较患有和没有被诊断为LD/ADHD的学生之间的调整水平.
- 确定影响调整和生活满意度的具体因素.
主要方法:
- 对621名本科生进行调查 (330名在疫情期间,291名在疫情前).
- 与LD/ADHD学生 (n=198) 和没有报告残疾的对照组 (n=423) 之间的调整得分的比较.
- 分析学术,情感和制度调整以及生活满意度.
主要成果:
- 与对照组相比,患有LD/ADHD的学生在面对面和远程学习环境中报告了较低的整体调整得分.
- 患有LD和ADHD的学生在RL期间表现出明显较低的学术,情感和机构调整,以及较低的生活满意度.
- 发现注意力缺陷/多动症 (ADHD) 直接预测了较低的生活满意度,通过调整得分进行调解.
结论:
- 患有LD/ADHD的学生需要量身定制的支持系统,特别是在紧急远程学习情况下.
- 干预措施应侧重于改善学术,情感和制度调整,以提高整体福祉和生活满意度.
- 这些发现有助于为高等教育中的弱势学生群体制定应对危机的支持战略.
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