British Journal of Educational Psychology最新文献_第10页

Comparing the effectiveness of two reciprocal reading comprehension interventions for primary school pupils in disadvantaged schools 比较两种互惠阅读理解干预对弱势学校小学生的效果

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2023-06-22 DOI: 10.1111/bjep.12623

Liam O'Hare, Patrick Stark, Maria Cockerill, Katrina Lloyd, Sheila McConnellogue, Aideen Gildea, Andy Biggart, Christine Bower, Paul Connolly

Background

Effective reading comprehension teaching is an aspiration of education systems across the world. Teaching incorporating reciprocal reading theory and evidence is an internationally popular approach for improving comprehension.

Aims

This paper uses two large cluster randomized controlled trials of similar reciprocal reading interventions implemented in different ways to compare their effectiveness.

Sample

The two interventions had the same teacher professional development, reciprocal reading activities and dosage/exposure, but varied in their implementation, with one delivered as a whole-class (‘universal’) version for pupils aged 8–9 years and the other a small group (‘targeted’) version for pupils aged 9–11 years with specific comprehension difficulties.

Methods

Two large-scale cluster RCTs were conducted in 98 schools with N = 3699 pupils in the universal trial and N = 1523 in the targeted trial.

Results

Multi-level models showed significant effects for the targeted version of the intervention on pupil reading comprehension (g = .18) and overall reading (g = .14). No significant effects were found for the whole class version. A sub-group analyses of disadvantaged pupils showed the targeted intervention's effects were even larger on reading comprehension (g = .25).

Conclusions

The evidence suggested that this reciprocal reading intervention worked best when implemented in small groups and targeted for pupils with specific comprehension difficulties and particularly for pupils in disadvantaged circumstances.

Comments

This evaluation shows that even if a reading comprehension intervention is underpinned by strong theory and evidence-based practice, its effectiveness can still depend on implementation choices.

有效的阅读理解教学是世界各国教育体系的共同愿望。结合互惠阅读理论和证据的教学是一种国际上流行的提高理解能力的方法。目的本文采用两个大型随机对照试验，比较不同方式实施的类似互惠阅读干预措施的有效性。这两种干预措施具有相同的教师专业发展、相互阅读活动和剂量/暴露，但在实施上有所不同，一种是为8-9岁的学生提供全班(“普遍”)版本，另一种是为9-11岁有特殊理解困难的学生提供小组(“目标”)版本。方法采用两组大规模随机对照试验(rct)，在98所学校进行随机对照试验，通用试验N = 3699名学生，定向试验N = 1523名学生。结果多层次模型显示，针对性干预对小学生阅读理解(g = 0.18)和整体阅读(g = 0.14)有显著影响。整个班级的版本没有发现显著的影响。对弱势学生的亚组分析显示，有针对性的干预对阅读理解的影响甚至更大(g = 0.25)。有证据表明，这种互惠阅读干预在小团体中实施效果最好，并针对有特定理解困难的学生，特别是处于不利环境的学生。这项评估表明，即使阅读理解干预有强有力的理论和基于证据的实践支持，其有效性仍然取决于实施选择。

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引用次数: 0

‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID-19 in England “感觉我又回到了老师的位置”:对英国新冠肺炎疫情前8个月教师经历的纵向轨迹分析

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2023-06-20 DOI: 10.1111/bjep.12622

Lisa E. Kim, Diana Fields, Kathryn Asbury

Background

Understanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID-19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis.

Aim and Method

To investigate teachers' narratives of their experiences, we conducted 95 semi-structured interviews with 24 teachers in England across four time points between April and November 2020. We used a longitudinal qualitative trajectory analysis of participants' stories of their high-, low- and turning-points.

Results

We derived four themes that were evident at each time point and developed over time. The themes were: (1) growing frustration at uncertainties caused by poor government leadership, (2) expanding concern for pupil learning and well-being, (3) an increasingly labour-intensive and exhausting job and (4) declining pleasure and pride in being a teacher.

Conclusions

The findings shed light on the impact of COVID-19 on the professional identity of these teachers and we propose ways in which teachers can be supported now and in the future.

背景:了解2019冠状病毒病大流行期间教师在学校关闭和重新开放期间的经历，可以让我们对在全球公共卫生危机期间成为一名教师意味着什么有独特的见解。为了调查教师对其经历的叙述，我们在2020年4月至11月的四个时间点对英国的24名教师进行了95次半结构化访谈。我们使用纵向定性轨迹分析参与者的故事，他们的高点，低点和转折点。我们得出了四个主题，这些主题在每个时间点都很明显，并随着时间的推移而发展。主题是:(1)对政府领导不力造成的不确定性日益感到沮丧;(2)对学生学习和福祉的关注日益增加;(3)劳动密集型和累人的工作日益增加;(4)作为一名教师的乐趣和自豪感日益下降。调查结果揭示了COVID-19对这些教师职业认同的影响，我们提出了现在和未来支持教师的方法。

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引用次数: 1

Examining the learning effects of concrete and abstract materials among university students using a two-dimensional approach 用二维方法考察大学生具体和抽象材料的学习效果

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2023-06-07 DOI: 10.1111/bjep.12619

Joy Wai Yan Chan, Winnie Wai Lan Chan

Background

The debate on using concrete versus abstract materials in learning mathematics has been longstanding. For decades, research has focused on the physical characteristics of materials when defining them as concrete or abstract.

Aims

This study extends the field by proposing a two-dimensional classification, which defines materials as concrete or abstract based on the two dimensions of representation, namely object (i.e., appearance) and language (i.e., label).

Sample

A total of 120 university students participated in the study.

Methods

Participants were randomly assigned to learn the concept of modular arithmetic with one of four types of learning materials: concrete object labelled with concrete language, concrete object labelled with abstract language, abstract object labelled with concrete language and abstract object labelled with abstract language. They were also divided into high and low maths anxiety groups.

Results

Results showed that the students who learnt with abstract objects, regardless of the level of maths anxiety, outperformed their peers who learnt with concrete objects. However, for students with low maths anxiety only, those who learnt with materials labelled with abstract language showed better far-transfer performance compared with those who learnt with materials labelled with concrete language.

Conclusions

The findings offer a new direction in the conceptualization of concrete and abstract learning materials by specifying the dimensions of representation.

关于在数学学习中使用具体材料还是抽象材料的争论一直存在。几十年来，在将材料定义为具体或抽象时，研究的重点是材料的物理特性。本研究扩展了这一领域，提出了一种二维的分类方法，基于表征的两个维度，即对象(即外观)和语言(即标签)，将材料定义为具体或抽象。共有120名大学生参与了本研究。方法随机分配被试使用四种学习材料中的一种学习模块算术概念:具体对象标记具体语言、具体对象标记抽象语言、抽象对象标记具体语言和抽象对象标记抽象语言。他们也被分为高数学焦虑组和低数学焦虑组。结果结果显示，无论数学焦虑程度如何，用抽象物体学习的学生都比用具体物体学习的学生表现得更好。然而，对于只有低数学焦虑的学生来说，那些学习抽象语言材料的学生比那些学习具体语言材料的学生表现出更好的远端迁移表现。结论通过表征维度的细化，为具体和抽象学习材料的概念化提供了新的方向。

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引用次数: 0

Achievement goal profiles and their associations with math achievement, self-efficacy, anxiety and instructional quality: A single and multilevel mixture study 成就目标概况及其与数学成绩、自我效能感、焦虑和教学质量的关系:一项单水平和多层混合研究

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2023-06-06 DOI: 10.1111/bjep.12620

Melvin Chan, Gregory Arief D. Liem

Background

There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects.

Aims

This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student-level (i.e., achievement, self-efficacy, anxiety) and class-level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation).

Sample

Participants were 3836 Secondary-3 (Grade-9) students from 118 mathematics classes in Singapore.

Methods

Achievement goal profiles and their relationships with covariates and student-level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student-level goal profiles and different class-level dimensions of instructional quality.

Results

Four profiles were identified: Average-All, Low-All, High-All and High-Approach. These profiles differed across covariates and correlates, with High-Approach students associated with positive outcomes and High-All students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in High-Approach profile than Average-All and Low-All, but not High-All.

Conclusion

Certain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals.

研究多个成就目标的共存以及不同目标轮廓与教育成果的关系越来越受到关注。此外，已知课堂的情境方面会影响学生追求的目标，但现有的研究仍然局限于某些传统，并受到不太适合研究课堂气候影响的方法的困扰。目的本研究旨在探讨数学成就目标概况及其与背景协变量(如性别、先前成就)、学生水平(如成就、自我效能、焦虑)和班级水平(课堂管理的教学质量维度、支持性氛围、教学清晰度和认知激活)的关联。样本参与者为来自新加坡118个数学班的3836名中三(九年级)学生。方法采用更新后的潜剖面分析方法，对学业目标剖面及其与协变量和学生水平相关因素的关系进行分析。随后，采用多水平混合分析评估了学生水平目标概况与不同班级水平教学质量维度之间的关系。结果确定了四种类型:平均全型、低全型、高全型和高接近型。这些概况在协变量和相关变量之间存在差异，高方法的学生与积极的结果相关，而高所有的学生与数学焦虑相关。认知激活和教学清晰度预示着高水平的成员比平均水平和低水平的成员更强，但不是高水平的成员。结论某些目标谱模式与以往研究一致，支持了接近目标与回避目标的基本分离。较差的特征与不良的教育结果有关。教学质量可以被认为是另一种框架来检查课堂氛围的成就目标的影响。

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引用次数: 1

Comparing judgements of educational desirability between learner and instructor roles with low or high proficiency 低熟练度与高熟练度学习者与教师角色对教育可取性判断的比较

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2023-06-04 DOI: 10.1111/bjep.12621

Shigehiro Kinda

Background and Aims

Individuals often consider the relative desirabilities of two types of educational methods: those oriented towards teacher guidance and those oriented towards student activity. This study examined whether the optimal methods perceived by individuals differ when they take the perspective of learners or instructors with low or high levels of proficiency in content knowledge.

Samples and Methods

Participants (N = 495) reported one subject in which they had low or high content knowledge proficiency and assumed one role (i.e., a learner enrolled in a class or an instructor responsible for a class). Participants then rated 10 items, each representing a typical classroom situation oriented towards teacher guidance or student activity, on the extent to which they considered the situation desirable as a learner or an instructor.

Results and Conclusions

Regardless of their proficiency, the instructor-role participants viewed educational methods oriented towards student activity as more desirable (teacher guidance as less desirable) than did the learner-role participants. Further, irrespective of their role, participants with high proficiency considered student activity as more desirable (teacher guidance as less desirable) than did participants with low proficiency. Subject matter analysis of mathematics, language and history proficiencies produced the same judgement tendencies. Based on the premise that individuals generally increase in content knowledge (rather than decrease) and that they start as learners and become instructors (not vice versa), this study depicts the cognitive process of individuals as strengthening their preference for student activity by developing their content knowledge and transforming their role from learner to instructor.

个人通常会考虑两种教育方法的相对可取性:以教师指导为导向的教育方法和以学生活动为导向的教育方法。本研究考察了当学习者或教师对内容知识的熟练程度低或高时，个体所感知的最佳方法是否有所不同。样本和方法参与者(N = 495)报告了一门他们对内容知识熟练程度低或高的科目，并扮演了一个角色(即，参加课程的学习者或负责课程的讲师)。然后，参与者对10个项目进行评分，每个项目代表一种典型的以教师指导或学生活动为导向的课堂情境，以及他们认为作为学习者或教师的理想情境的程度。结果和结论无论他们的熟练程度如何，教师角色参与者认为以学生活动为导向的教育方法比学习者角色参与者更可取(教师指导不可取)。此外，无论他们的角色如何，与低水平的参与者相比，高水平的参与者认为学生活动更可取(教师指导不可取)。对数学、语言和历史熟练程度的主题分析产生了同样的判断倾向。基于个体的内容知识通常是增加的(而不是减少的)，并且他们从学习者开始成为教师(而不是相反)的前提，本研究将个体的认知过程描述为通过发展他们的内容知识并将他们的角色从学习者转变为教师来加强他们对学生活动的偏好。

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引用次数: 0

Identifying the psychological mechanisms of utility-value activities to inform educational research and practice 确定效用价值活动的心理机制，为教育研究和实践提供信息

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2023-05-29 DOI: 10.1111/bjep.12614

David M. Silverman, Chris S. Hulleman, Yoi Tibbetts

Background

Utility-value interventions have been shown to promote students' achievement and motivation in mathematics through encouraging them to identify connections between course content and their real lives. To extend the benefits of these interventions, additional research is necessary to test their efficacy in diverse high school contexts, as well as investigate the psychological mechanisms through which they benefit students.

Aims

To inform efforts within broader learning contexts to develop activities and messages based on utility-value interventions that effectively target the psychological mechanisms that support student learning.

Samples

Study 1 (N = 375) and Study 2 (N = 2894) include racially and socioeconomically diverse samples of students enrolled in mathematics courses across four high schools in the United States.

Methods

We conducted two randomized field experiments to test the effects of brief utility-value activities on students' motivation. Using multi-level path analyses, we then investigated the mechanisms through which utility-value activities bolster students' interest and achievement in mathematics.

Results

In pre-registered analyses, we found that the utility-value activities promoted students' perceived value of mathematics, as well as their novel engagement and sense of social identity congruence with mathematics. In turn, these outcomes mediated the indirect effects of the activities on students' grades and interest in mathematics.

Conclusions

Our results underscore the potential of utility-value activities to promote students' success. Based on our mediation findings, we also provide a roadmap for how learning contexts can develop activities and messages that effectively target key processes to advance student success.

通过鼓励学生识别课程内容与现实生活之间的联系，效用价值干预已被证明可以促进学生在数学方面的成就和动机。为了扩大这些干预措施的好处，需要进一步的研究来测试它们在不同高中环境中的有效性，并调查它们对学生有益的心理机制。目的为在更广泛的学习环境中开展基于实用价值干预的活动和信息提供信息，有效地针对支持学生学习的心理机制。样本研究1 (N = 375)和样本研究2 (N = 2894)包括来自美国四所高中数学课程的不同种族和社会经济背景的学生样本。方法采用随机现场实验的方法，考察短期实用价值活动对学生学习动机的影响。通过多层次路径分析，我们研究了效用价值活动促进学生数学兴趣和成绩的机制。结果在预注册分析中，我们发现实用价值活动促进了学生对数学的感知价值，以及他们对数学的新奇参与和社会认同一致性。反过来，这些结果介导了活动对学生成绩和数学兴趣的间接影响。结论我们的研究结果强调了实用价值活动促进学生成功的潜力。基于我们的中介研究结果，我们还提供了学习环境如何发展活动和信息的路线图，这些活动和信息有效地针对关键过程，以促进学生的成功。

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引用次数: 0

Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning 幼儿教师的教学内容知识预测幼儿科学学习意愿

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2023-05-29 DOI: 10.1111/bjep.12618

Lukas Schmitt, Anke Weber, Laura Venitz, Miriam Leuchter

Background

The importance of diagnostic and scaffolding activities for early science learning has been shown consistently. However, preschool teachers scarcely engage in them. We developed an instrument to assess preschool teachers' willingness to engage in diagnostic and scaffolding activities in science learning situations and examined its relation with teachers' knowledge, beliefs and practice.

Aims

We validate an instrument to assess willingness to engage in scaffolding and diagnostic activities and study the interplay between willingness, learning beliefs, content knowledge (CK) and pedagogical content knowledge (PCK) in the context of science learning, particularly block play.

Sample(s)

A total of N = 151 preschool teachers from 41 kindergartens in Germany participated in our study.

Methods

Preschool teachers completed a questionnaire, which took approximately 1 hour of time. We drew a subsample of N = 73 teachers and observed their practice during a 30 min block play episode.

Results

With our instrument, we were able to distinguish between preschool teachers' willingness to diagnose and to scaffold. Preschool teachers' co-constructivist beliefs and PCK predicted willingness to engage in diagnosing, PCK also predicted willingness to engage in scaffolding. Associations between learning beliefs and practice were inconsistent.

Conclusions

Our study highlights aspects of the association between preschool teachers' PCK and their willingness to engage in diagnosing and scaffolding. However, we found inconsistencies between preschool teachers' beliefs and practice, which call for further clarification.

诊断和脚手架活动对早期科学学习的重要性已经得到了一致的证明。然而，幼儿教师很少参与其中。我们开发了一种工具来评估幼儿教师在科学学习情境中参与诊断和脚手架活动的意愿，并考察了其与教师的知识、信念和实践的关系。我们验证了一种工具来评估参与脚手架和诊断活动的意愿，并研究意愿、学习信念、内容知识(CK)和教学内容知识(PCK)在科学学习背景下的相互作用，特别是积木游戏。共有来自德国41所幼儿园的N = 151名幼师参与了我们的研究。方法幼儿教师填写问卷，问卷时间约1小时。我们抽取了N = 73名教师的子样本，观察他们在30分钟的分组游戏中的练习情况。结果该仪器能够区分幼儿教师的诊断意愿和支架意愿。幼儿教师的共同建构主义信念和PCK对参与诊断的意愿有预测作用，PCK对参与脚手架的意愿也有预测作用。学习信念和实践之间的联系并不一致。结论本研究突出了幼儿教师的PCK与其参与诊断和搭建的意愿之间的关系。然而，我们发现幼儿教师的信念与实践不一致，这需要进一步澄清。

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引用次数: 0

‘It's scary starting a new school’: Children and young people's perspectives on wellbeing support during educational transitions “开始一所新学校很可怕”:儿童和年轻人在教育转型期间对幸福支持的看法

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2023-05-29 DOI: 10.1111/bjep.12617

Ola Demkowicz, Charlotte Bagnall, Alexandra Hennessey, Kirsty Pert, Lucy Bray, Emma Ashworth, Carla Mason

Background

Children and young people experience various transitions throughout their education. Theory and evidence highlight that these can be complex, and poor experiences of transitions can be associated with worsened outcomes, necessitating a need to develop and implement wellbeing support. However, children and young people's views are lacking in the literature, and studies tend to focus on specific transitions rather than on what matters for wellbeing during transitions generally.

Aims

We explore children and young people's own perceptions of what would support wellbeing during educational transitions.

Sample

We engaged with 49 children and young people aged 6–17 years, using purposeful maximum variation sampling to facilitate engagement of a diverse sample across a variety of education setting types.

Methods

We undertook focus groups, using creative methods centred around a storybook, asking participants to make decisions as headteachers about wellbeing provision in a fictional setting. Data were analysed using reflexive thematic analysis.

Analysis

We constructed four themes: (1) helping children and young people understand what to expect; (2) developing and sustaining relationships and support; (3) being responsive to individual needs and vulnerabilities; and (4) managing loss and providing a sense of closure.

Conclusions

Our analysis highlights a desire among children and young people for a considered, supportive approach that recognizes their individual needs and their connection to educational communities. The study makes a methodological and conceptual contribution, demonstrating the value of adopting a multifocussed lens to researching and supporting transitions.

儿童和年轻人在他们的教育过程中经历了各种各样的转变。理论和证据强调，这些可能是复杂的，过渡的不良经历可能与恶化的结果有关，因此需要开发和实施福祉支持。然而，文献中缺乏儿童和年轻人的观点，研究往往侧重于具体的过渡，而不是一般过渡期间对健康的影响。我们探索儿童和年轻人自己对在教育过渡期间什么会支持幸福的看法。我们对49名6-17岁的儿童和年轻人进行了调查，使用有目的的最大变异抽样，以促进不同教育环境类型的不同样本的参与。我们进行了焦点小组讨论，采用以故事书为中心的创造性方法，要求参与者作为校长在虚构的环境中就福利提供做出决定。数据分析采用反身性主题分析。我们构建了四个主题:(1)帮助儿童和青少年了解会发生什么;(2)发展和维持关系和支持;(3)响应个人需求和脆弱性;(4)管理损失并提供一种结束感。我们的分析强调了儿童和年轻人对一种考虑周到的、支持性的方法的渴望，这种方法认识到他们的个人需求以及他们与教育社区的联系。该研究在方法论和概念上做出了贡献，展示了采用多焦点镜头来研究和支持转型的价值。

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引用次数: 0

Adolescent loneliness across the world and its relation to school climate, national culture and academic performance 全球青少年孤独感及其与学校氛围、民族文化和学业成绩的关系

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2023-05-29 DOI: 10.1111/bjep.12616

Rebecca Jefferson, Manuela Barreto, Frederick Jones, Jasmine Conway, Aishwarya Chohan, Katrine Rich Madsen, Lily Verity, Kimberly J. Petersen, Pamela Qualter

Background

Loneliness during adolescence has adverse consequences for mental health, education and employment outcomes. Yet, we know little about common correlates of loneliness among adolescents, making intervention work difficult.

Aims

In this study, we (1) explore individual-, school- and country-level correlates of loneliness to help identify potential intervention targets, and (2) examine the influence of loneliness on academic performance.

Sample

A total of 518,210 students aged 15 years from 75 countries provided self-reported loneliness data.

Results

Using multilevel modelling, we found individual-, school- and country-level correlates of self-reported school-based loneliness, and showed that loneliness negatively influenced academic performance.

Conclusions

Based on the findings, interventions that focus on enhancing social and emotional skills, increasing trust between teachers and students and changing school climate to be more inclusive are likely to be the most effective for adolescents; they should also be culturally sensitive.

背景:青春期的孤独感会对心理健康、教育和就业结果产生不利影响。然而，我们对青少年孤独感的常见相关因素知之甚少，这使得干预工作变得困难。在本研究中，我们(1)探讨孤独感在个人、学校和国家层面的相关关系，以帮助确定潜在的干预目标;(2)研究孤独感对学业成绩的影响。来自75个国家的518,210名15岁的学生提供了自我报告的孤独数据。结果利用多层次模型，我们发现了个人、学校和国家层面上自我报告的校本孤独感的相关性，并表明孤独感对学习成绩有负面影响。基于研究结果，着重于提高社交和情感技能、增加师生之间的信任以及改变学校氛围使其更具包容性的干预措施可能对青少年最有效;他们还应该具有文化敏感性。

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引用次数: 1

Educational experiences of young people with ADHD in the UK: Secondary analysis of qualitative data from the CATCh-uS mixed-methods study 英国青少年ADHD患者的教育经历:对CATCh-uS混合方法研究定性数据的二次分析

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2023-05-25 DOI: 10.1111/bjep.12613

Abigail Emma Russell, Simon Benham-Clarke, Tamsin Ford, Helen Eke, Anna Price, Siobhan Mitchell, Tamsin Newlove-Delgado, Darren Moore, Astrid Janssens

Background

Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and/or impulsivity. Young people with ADHD have poorer educational and social outcomes than their peers. We aimed to better understand educational experiences of young people with ADHD in the UK, and make actionable recommendations for schools.

Methods

In this secondary analysis of qualitative data, we used Thematic Analysis to analyse information relating to experiences of education from 64 young people with ADHD and 28 parents who participated in the Children and adolescents with ADHD in Transition between Children's services and adult Services (CATCh-uS) study. Emerging patterns within and across codes led to organization of the data into themes and subthemes through an iterative process.

Results

Two main themes were generated. The first described young people's early experiences of education, often within a mainstream setting; we labelled this the problematic provision loop, as this was a negative cycle that was repeated several times for some participants. The second theme described young people's more positive progression through education once they progressed out of the problematic loop.

Conclusions

Educational experiences for young people with ADHD are often negative and fraught with complication. Young people with ADHD often found themselves on a more positive trajectory after they were placed in an alternative form of education provision (mainstream or otherwise), or where they were able to study topics that interest them and play to their strengths. We make recommendations that commissioners, local authorities and schools could consider in order to better support those with ADHD.

注意缺陷/多动障碍(ADHD)是一种以注意力不集中、多动和/或冲动为特征的神经发育障碍。与同龄人相比，患有多动症的年轻人在教育和社会上的表现更差。我们的目的是更好地了解英国患有多动症的年轻人的教育经历，并为学校提出可行的建议。方法对定性数据进行二次分析，采用主题分析的方法，对64名ADHD青少年和28名家长的教育经历信息进行分析，这些家长参与了“儿童服务与成人服务过渡阶段ADHD儿童和青少年”(CATCh-uS)研究。代码内部和代码之间出现的模式导致通过迭代过程将数据组织为主题和子主题。结果产生了两个主要主题。第一个描述了年轻人的早期教育经历，通常是在主流环境中;我们将其标记为有问题的供应循环，因为这是一个对一些参与者重复多次的负面循环。第二个主题描述了年轻人在走出问题循环后通过教育取得的更积极的进展。结论青少年ADHD患者的教育经历往往是消极的，且充满并发症。患有多动症的年轻人在接受了另一种形式的教育(主流或非主流)，或者能够学习自己感兴趣的话题并发挥自己的优势后，往往会发现自己走上了一条更积极的轨道。我们提出建议，供专员、地方当局和学校考虑，以便更好地支持那些患有多动症的人。

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引用次数: 0