相对年龄对注意力缺陷/多动障碍症状和教育成绩的影响:一项英国纵向队列研究
Qigang Deng1, Jonathan R I Coleman1,2, Ethan Mottershead1
1Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom.
JAACAP open
|November 18, 2024
概括
在班上最年轻的孩子可能会面临教育挑战和注意力缺陷/多动症 (ADHD) 症状. 这项研究发现,相对年龄对英语成绩和多动症症状有影响,年幼的儿童随着时间的推移表现出更大的症状减轻.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 精神病学是一个精神病学.
背景情况:
- 相对年龄效应,即在学校队列中年轻人影响结果,是一个公认的现象.
- 之前的研究表明,在课堂上年龄较小和教育成绩较差以及注意力缺陷/多动症障碍 (ADHD) 症状之间存在联系.
研究的目的:
- 研究相对年龄对15-16岁学业成绩的长期影响.
- 为了检查注意力缺陷/多动症 (ADHD) 症状从童年到成年 (年龄7-21岁) 的持续性.
- 探索在课堂上年轻是否会影响ADHD症状的减少和遗传倾向.
主要方法:
- 从双胞胎早期发育研究中对3,928名年轻同学和4,580名老同学进行了分析.
- 通过15-16岁的数学和英语考试成绩来衡量教育成绩.
- 评估ADHD症状使用两个尺度和多个评分器从7岁到21岁,分析与回归.
主要成果:
- 对英语成绩观察到相对年龄的影响,而不是数学.
- 家长和教师的评分表明,多动症的症状在年幼的孩子中更为普遍,特别是在中年.
- 较小的孩子在简短的规模上显示出父母评估的多动症症状的较大减少,但在更长的规模上并不显著.
结论:
- 调查结果强调,需要为初中儿童提供量身定制的支持,并在发展评估中考虑精确的年龄.
- 进一步的研究应该集中在年轻人群中的个人发展轨迹上.
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