专心致志：多动症女生在研究生院的学习情况

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Adult Education Quarterly Pub Date : 2023-12-17 DOI:10.1177/07417136231217473

Tiffany M. Devol, Qi Sun

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引用次数: 0

摘要

患有多动症的成年人虽然智力正常，但在高等教育中仍能保持一定的成功率，而非多动症的同龄人则表现不佳。本研究探讨了患有多动症的女研究生在研究生院的学术旅程中的生活经历的本质。通过梅洛-庞蒂（Merleau-Ponty）关于世界、身体、他人和时间的概念，采用现象学的方法，并通过 "变焦"（Zoom）访谈提出开放式问题，九名患有多动症的女研究生参与了这项研究。研究中出现了三个主题：有点多余，我总觉得自己会失败，他们不理解。研究结果揭示了作为一名患有多动症的女研究生所面临的不为人知的困境，其中包括研究生课程使她们的应对能力超负荷，导致情绪困扰、学业受损、生活质量低下，以及害怕寻求支持和理解，从而影响她们的整体健康。这对高等教育的影响说明了患有多动症的成年学生如何才能完成研究生教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Paying Attention: Female ADHD Students Learning in Graduate School

Adults with ADHD maintain some success in higher education but underperform their non-ADHD peers despite having normal intelligence. This study explored the essence of the lived experiences of female graduate students with ADHD navigating their academic journeys in graduate school. Using a phenomenological approach through the lens of Merleau-Ponty's concepts of world, body, others, and time, with open-ended questions via Zoom interviews, nine female graduate students with ADHD participated in the study. Three themes emerged: A little bit extra, I always felt I was going to fail, and they don’t understand. Findings revealed unknown struggles about what it's like to be a female graduate student with ADHD, including that graduate school overloads their ability to cope, causing emotional distress, educational impairment, poor life quality, and fears of seeking support and understanding for their holistic wellbeing. Implications illustrate for higher education how adult learners with ADHD can complete graduate education.

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来源期刊

Adult Education Quarterly EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

7.70%

发文量

期刊介绍： The Adult Education Quarterly (AEQ) is a scholarly refereed journal committed to advancing the understanding and practice of adult and continuing education. The journal strives to be inclusive in scope, addressing topics and issues of significance to scholars and practitioners concerned with diverse aspects of adult and continuing education. AEQ publishes research employing a variety of methods and approaches, including (but not limited to) survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry as well as articles that address theoretical and philosophical issues pertinent to adult and continuing education.