学校气候的哪些维度可以促进ADHD青少年的适应性功能? 一个前性的纵向研究
Elizabeth S M Chan1, Cathrin D Green2, Melissa R Dvorsky3
1Graduate School of Applied and Professional Psychology, Rutgers University, Piscataway, NJ, USA.
Research in developmental disabilities
|January 9, 2025
概括
学校的气候显著影响青少年的功能,为注意力缺陷/多动障碍 (ADHD) 的学生提供保护性好处. 积极的学校环境可以减轻ADHD.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 儿童精神病学 儿童精神病学
背景情况:
- 传统上,ADHD研究强调个体风险因素.
- 对于促进ADHD适应性功能的上下文因素的理解有限.
- 学校气候对ADHD结果的作用仍未得到充分探索.
研究的目的:
- 纵向评估五个学校气候维度与学生成绩之间的关联.
- 调查ADHD症状严重程度是否能缓和这些关联.
- 确定特定的学校气候因素,有利于患有多动症的青少年.
主要方法:
- 对274名八年级到十年级的青少年进行了长度研究.
- 层次回归分析检查学生成绩的预测因素.
- 评估学校气候 (学术期望,参与,纪律,尊重,寻求帮助) 和ADHD症状严重程度.
主要成果:
- 学校气候维度预测了学术动机,家庭作业表现,情绪调节,内化症状和友,独立于ADHD的严重程度.
- 公平而严格的纪律结构,以及对学生的尊重,是跨多动症严重程度的强有力的预测因素.
- 纪律结构和寻求帮助的意愿缓冲了ADHD对内化症状和情绪失调的负面影响.
结论:
- 干预措施应侧重于学校层面的上下文因素,包括公平的纪律和学生尊重.
- 积极的学校结构可以部分抵消ADHD症状的不利影响.
- 针对学校气候提供了一个有希望的途径来支持患有多动症的青少年.
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