具有残疾知识的研究生和学生导师促进STEM学科的本科生与学习和注意力障碍的共同监管
Consuelo M Kreider1, Sharon Medina1, Carrie M Comstock2
1University of Florida.
Journal of postsecondary education and disability
|December 3, 2024
概括
导师可以帮助有学习障碍和注意力缺陷多动症 (LD/ADHD) 的年轻人发展自我调节技能. 研究生导师使用共同监管策略,如建立关系,并提供指导,以支持导师的教育和个人目标.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 关于残疾人的研究.
背景情况:
- 年轻人需要自我调节技能才能独立.
- 导师可以促进共同监管,以支持自我监管的发展.
- 具有学习障碍和注意力缺陷多动症 (LD/ADHD) 的学生可以从结构化支持中受益.
研究的目的:
- 识别和描述研究生导师与LD/ADHD的本科导师使用的共同调节过程.
- 了解指导互动如何支持LD/ADHD学生的自我调节.
主要方法:
- 使用结构编码,过程编码和内容分析进行定性研究.
- 来自导师组会议,本科生组会议和导师案例研究的数据.
- 分析了20次导师组会议和13次本科生组会议的成绩单.
主要成果:
- 共同监管的四个主题出现了:促进积极的关系,基于类似路径的指导,支持策略生成,并通过设定限制来支持合伙人.
- 导师的行动有助于培养导师的自我调节实践.
- 基于残疾的辅导对患有LD/ADHD的学生提供了至关重要的支持.
结论:
- 有效的共同调节技术对于支持患有LD/ADHD的本科生至关重要.
- 导师在提高学术,职业和个人成功的自我调节方面发挥着关键作用.
- 这些发现为为患有LD/ADHD的学生开发有针对性的指导计划提供了实用的见解.
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