行为注意力和学术成绩:一个全面的元分析
Anthony R Gioia1, Jeremy Miciak2, Peng Peng3
1The Center for Neuropsychological and Psychological Assessment, Kennedy Krieger Institute, Baltimore, MD, USA.
概括
注意力困难,特别是注意力不集中,在所有教育水平上都对学业成绩产生重大影响. 教师对这些症状的评分最能预测学生的学业成绩.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 神经发育障碍 神经发育障碍
背景情况:
- 现有的研究表明,注意力和学业成绩之间存在联系.
- 关于这种关系的全面的元分析研究令人惊地稀缺.
- 注意缺陷/多动障碍 (ADHD) 症状是一个关键的兴趣领域.
研究的目的:
- 进行元分析,评估ADHD症状与学业成绩之间的关系.
- 检查调节者,如研究设计,症状类型,学术领域,评级者,性别和年龄.
- 量化整体效应的大小,并确定影响关系的特定因素.
主要方法:
- 对106项研究的元分析,包括450个效果大小.
- 纳入标准:从幼儿园到本科的学生,多动症指标,学业成绩指标.
- 效果大小被转换为聚合相关性 (r);元回归被用于分析调节者.
主要成果:
- 在行为注意力和学业成绩之间发现了显著的r = -0.25的聚合相关性.
- 不注意 (r = -0.30) 显示出比过度活跃/冲动 (r = -0.13) 更强烈的负面关系.
- 教师评分 (r = -0.34) 与学业成绩比家长评分 (r = -0.19) 更强烈相关.
- 更高的学术复杂性任务与ADHD症状学有更强烈的关系.
结论:
- 在ADHD症状和学业成绩之间存在显著的负面关系.
- 缺乏注意力,特别是由教师评价的缺乏注意力,是影响学业成功的关键因素.
- 调查结果强调需要针对性的干预措施来解决教育环境中的注意力缺陷.
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