了解调节学生ADHD行为和教师压力之间的关系的因素
Madeline R DeShazer1, Julie S Owens1, Lina K Himawan1
1Department of Psychology, Ohio University, 22 Richland Ave, Athens, OH 45701 USA.
School mental health
|June 26, 2023
概括
教师的压力是由注意力缺陷/多动症 (ADHD) 症状的学生加剧的. 工作压力和关系冲突加剧了这种情况,而积极的关系可以帮助减轻教师的压力.
科学领域:
- 教育心理学教育心理学
- 儿童心理学 儿童心理学
- 课堂管理 课堂管理
背景情况:
- 教师压力是与工作不满和磨损有关的重要问题.
- 破坏性的学生行为是教师压力的主要驱动因素.
- 患有注意力缺陷/多动症障碍 (ADHD) 的学生经常表现出破坏性行为,影响全国各地的教室.
研究的目的:
- 为了复制有关教师对 ADHD 症状升高的学生的评价结果,他们更有压力.
- 调查工作相关的压力和学生-教师关系质量如何缓和ADHD症状和教师压力之间的联系.
主要方法:
- 97名K-2年级教师完成了一项在线调查.
- 教师报告了他们自己的压力水平和与两个男学生的关系质量.
- 分析数据以评估学生ADHD症状和教师压力之间的关系,考虑适度因素.
主要成果:
- 教师发现,ADHD症状和障碍较高的学生在教学中更容易受到压力 (d = 1.52).
- 总体上,与工作相关的高压力和学生-教师冲突放大了ADHD症状对教师压力的影响.
- 积极的学生-教师关系亲密度减轻了ADHD症状和教师压力之间的关联.
结论:
- 学生的ADHD症状显著增加了教师的压力.
- 课堂环境因素,如工作压力和人际关系质量,在应对这种压力方面发挥着至关重要的作用.
- 支持教师和解决学生行为的干预措施对于改善教育环境至关重要.
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