缺乏注意力的学生及其在学习活动中的自主体验:与两名学生及其老师的采访研究
1Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway.
Frontiers in psychology
|November 10, 2025
概括
患有注意力缺陷多动症 (ADHD) 的学生在他们的学习环境支持自主时,经历了增强的动机和自我调节. 然而,自主学习的要求也可能给这些学生带来挑战.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
- 发展心理学 发展心理学
背景情况:
- 患有注意力缺陷多动症 (ADHD) 的学生经常面临在传统学习环境中保持专注和参与方面面临的挑战.
- 现有的研究往往采用基于缺陷的观点,需要研究探索超越限制的动机因素和学生经验.
研究的目的:
- 调查被诊断为ADHD的学生在学习活动中的自主性方面的经验.
- 探索一种支持自主性的学习模式的有效性,包括适应教育,自我调节的学习和教师自主性的支持.
主要方法:
- 一个为期一年的基于学校的干预,利用自主支持的学习模式.
- 对两名被诊断患有多动症和多动症的学生和两名教师的采访进行了诱导分析.
- 应用自决理论 (SDT) 来解释学生的经验.
主要成果:
- 患有ADHD的学生在支持自主性的环境中经历了更好的集中力和意志控制.
- 自主支持培养了内在和自主外部动机,使学生能够满足对兴趣,享受和休息的需求.
- 教师和学生之间的对话互动促进了对需求的自我反思和自主学习策略的自我反思,尽管完全的自主性有时具有挑战性.
结论:
- 支持自主性的学习环境可以积极影响ADHD学生的动机和自我调节,与自决理论保持一致.
- 该研究强调了ADHD学生自主学习的双重性质,提供了机会和挑战.
- 提高教师在差异化自主支持方面的能力和持续的对话互动对于促进ADHD学生的自主学习至关重要.
关键词:
注意缺陷多动障碍 (ADHD) 是一种注意缺陷多动障碍.支持自主权的支持度 度 度 度 度 度 度没有注意力,没有注意力.动机 激励 动机学生的自主权 学生的自主权一个人的意志,一个人的意志,一个人的意志.更多相关视频
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