在注意力缺陷/多动障碍 (ADHD) 的学生中的欺凌:分析学生的社会地位和学生-教师关系质量
Sofia Mastrokoukou1, Martina Berchiatti2, Laura Badenes-Ribera2
1Department of Political and Social Studies, University of Salerno, 84084 Fisciano, Italy.
概括
患有注意力缺陷/多动障碍 (ADHD) 的儿童经历了更多的教师冲突和同行挑战,增加了他们受到欺凌的风险. 关系因素对ADHD学生的社会经验产生重大影响.
科学领域:
- 儿童心理学 儿童心理学
- 发育神经科学的发展神经科学.
- 教育心理学教育心理学
背景情况:
- 了解注意力缺陷/多动症 (ADHD) 儿童的社会动态至关重要.
- 以前的研究强调了多动症儿童在社交互动和学术环境中面临的挑战.
- 需要进一步调查ADHD,师生关系,同行地位和欺凌之间的相互作用.
研究的目的:
- 为了研究教师-学生质量,同行社会地位和ADHD和典型发育 (TD) 儿童的欺凌经历之间的关系.
- 检查ADHD是否影响学生与老师和同龄人的关系.
- 确定这些关系因素是否预测了欺凌的受害者和实施.
主要方法:
- 采用了一个结构方程模型.
- 135名学生 (27名ADHD,108名TD) 参与其中.
- 分析的数据包括教师与学生的关系,同龄人的社会地位和欺凌经历.
主要成果:
- 患有ADHD的孩子比TD同龄人表现出更多的冲突教师关系,较低的同龄人偏好,以及更高的社会影响.
- 教师与学生之间的冲突和同行的知名度被确定为欺凌的社会风险因素.
- 结构方程模型显示出很好的匹配,支持拟议的关系.
结论:
- 关系上下文,包括教师的注意力和同行动态,显著塑造了ADHD学生的社会经验.
- 这些关系因素可能会在同龄人群中产生意想不到的后果,影响欺凌结果.
- 专注于改善师生关系和同行动态的干预措施可以减轻ADHD儿童的欺凌风险.
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