کیفیت رابطه معلم و دانش آموز در کودکان مبتلا به اختلال کم توجهی – بیش فعالی و بدون اختلال
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کیفیت رابطه معلم و دانش آموز در کودکان مبتلا به اختلال کم توجهی – بیش فعالی و بدون اختلال

عنوان فارسی مقاله: کیفیت رابطه معلم و دانش آموز در کودکان مبتلا به اختلال کم توجهی – بیش فعالی و بدون این اختلال: یک مطالعه مبتنی بر جامعه مقطعی
عنوان انگلیسی مقاله: Student–teacher relationship quality in children with and without ADHD: A cross-sectional community based study
مجله/کنفرانس: تحقیقات اوایل دوران کودکی در چهار دوره – Early Childhood Research Quarterly
رشته های تحصیلی مرتبط: روانشناسی، علوم تربیتی
گرایش های تحصیلی مرتبط: روانشناسی بالینی کودک و نوجوان، روانشناسی تربیتی، مدیریت و برنامه ریزی آموزشی
کلمات کلیدی فارسی: اختلال کم توجهی – بیش فعالی (ADHD)، رابطه معلم و دانش آموز، مشکلات رفتاری، رفتار جامعه پسند
کلمات کلیدی انگلیسی: ADHD, Student–teacher relationship, Conduct problems, Prosocial behavior
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus – Master Journals List – JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.ecresq.2019.12.006
دانشگاه: University of Melbourne, Australia
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2020
ایمپکت فاکتور: 3.275 در سال 2019
شاخص H_index: 83 در سال 2020
شاخص SJR: 1.952 در سال 2019
شناسه ISSN: 0885-2006
شاخص Quartile (چارک): Q1 در سال 2019
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 10
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
آیا این مقاله مدل مفهومی دارد: ندارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: دارد
کد محصول: E14166
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Abstract


1- Introduction


2- Method


3- Results


4- Discussion


Acknowledgements


References

نمونه متن انگلیسی مقاله

Abstract


The relationships children form with their teachers in early childhood are known to be important in the context of their ongoing learning and development. This study investigated student–teacher relationship quality (STRQ) in grade one students with (n = 177) and without (n = 208) attention-deficit/hyperactivity disorder (ADHD). We also examined whether a range of child and teacher factors were associated with STRQ. Children (M = 7.3 years; SD = 0.4) were recruited through 43 schools and screened for ADHD using parent and teacher screening questionnaires (Conners 3 ADHD index). ADHD cases were confirmed using the diagnostic interview schedule for children version IV. STRQ was rated by teachers using the student–teacher relationship scale — short form. Results showed that children with ADHD experienced poorer STRQ compared to children without ADHD (Cohen’s d = 1.11). STRQ was associated with child sex, medication use, ADHD subtype, cognitive/academic functioning and behavior, teacher experience, and self-efficacy, and parent education and socio-economic status. After controlling for school and teacher clustering, children’s prosocial behavior and teacher years of experience were positively associated with STRQ in both groups. In children with ADHD, conduct problems and child sex (boys) predicted poorer teacher relationship quality. For children without ADHD, higher socio-economic status was associated with better STRQ. Targeting modifiable factors associated with STRQ for children with and without ADHD and their teachers may be one way ofimproving school outcomes for at-risk children. Promoting prosocial behavior in classrooms may benefit STRQ for all children.


Introduction


ttention-deficit/hyperactivity disorder (ADHD) is a highly prevalent neurodevelopmental disorder affecting approximately 5% of children worldwide (Polanczyk, Willcutt, Salum, Kieling, & Rohde, 2014). ADHD is characterized by developmentally inappropriate levels of inattention, hyperactivity, impulsivity, and co-occurring behavior and self-regulation difficulties (American Psychiatric Association, 2013). Due to symptoms and characteristics associated with the disorder, children with ADHD tend to experience considerable difficulties in the school environment (Kos, Richdale, & Hay, 2006). Children with ADHD have been found to experience academic underachievement (Massetti et al., 2008), and are rated below their peers on behaviors that enable academic success, such as classroom engagement, academic motivation, interpersonal skills and study skills (Vile Junod, DuPaul, Jitendra, Volpe, & Cleary, 2006; Volpe et al., 2006). Over the longterm, educational outcomes remain poor and social difficulties are likely to persist (Loe & Feldman, 2007). ADHD in childhood predicts a reduced overall quality of life and ADHD remains associated with substantial social, health and economic problems later in life (Barkley, Fischer, Smallish, & Fletcher, 2006; Harpin, 2005).


While school difficulties experienced by children with ADHD are well recognized, little is known about the factors that may protect children with ADHD from poor school functioning. One possible buffer is the extent to which a child has a supportive, non-conflictual relationship with his/her classroom teacher (Baker, 2006; Roorda,Koomen, Spilt, & Oort, 2011).Whilst student–teacher relationships for children with behavioral difficulties (e.g., aggression) have been shown to involve more conflict and less closeness (Crum, Waschbusch, & Willoughby, 2016; Lei, Cui, & Chiu, 2016), little is known about the nature of student–teacher relationships for children with ADHD. It is also unclear whether poor student–teacher relationship quality (STRQ) arises primarily from behavioral problems that often accompanyADHD, or whether there are other importantfactors that may offer opportunity for interventions tailored to children with ADHD. This cross-sectional study compared STRQ between children with and without ADHD in a large community sample in grade one (second year of schooling) with the aim of identifying child and teacher-level factors associated with STRQ.

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