{"title":"元认知策略在特殊教育需要学生情绪与动机自我调节发展中的应用。对多动症儿童的研究","authors":"Kajka Natalia, Kulik Agnieszka","doi":"10.2478/cpp-2021-0020","DOIUrl":null,"url":null,"abstract":"Abstract The aim of the presented study is to verify whether the visual methods (Mind Maps and Sketch-noting) considered as metacognitive strategies will help to strengthen emotional and motivational self-regulation in children with ADHD. In this experimental study, 135 participants took part, including 45 primary school students diagnosed with attention deficit hyperactivity disorder with the presentation of mixed symptoms (M = 10.41; SD = 1.42), their parents (N = 45) and teachers (N = 45). The results obtained in the study indicate that after 25 training sessions with the use of both Mind Maps and Sketch-noting, children with ADHD make significantly fewer errors than during the first measurement. However, only in the Sketch-noting group did their average reaction time increase significantly, which indicates that they are more reflective. The presented metacognitive strategies can be successfully applied at school by students with ADHD and constitute a source of support for both students and teachers.","PeriodicalId":56342,"journal":{"name":"Current Problems of Psychiatry","volume":"33 1","pages":"284 - 293"},"PeriodicalIF":0.0000,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Application of metacognitive strategies in the development of emotional and motivational self-regulation of students with special educational needs. Research on children with ADHD\",\"authors\":\"Kajka Natalia, Kulik Agnieszka\",\"doi\":\"10.2478/cpp-2021-0020\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The aim of the presented study is to verify whether the visual methods (Mind Maps and Sketch-noting) considered as metacognitive strategies will help to strengthen emotional and motivational self-regulation in children with ADHD. In this experimental study, 135 participants took part, including 45 primary school students diagnosed with attention deficit hyperactivity disorder with the presentation of mixed symptoms (M = 10.41; SD = 1.42), their parents (N = 45) and teachers (N = 45). The results obtained in the study indicate that after 25 training sessions with the use of both Mind Maps and Sketch-noting, children with ADHD make significantly fewer errors than during the first measurement. However, only in the Sketch-noting group did their average reaction time increase significantly, which indicates that they are more reflective. The presented metacognitive strategies can be successfully applied at school by students with ADHD and constitute a source of support for both students and teachers.\",\"PeriodicalId\":56342,\"journal\":{\"name\":\"Current Problems of Psychiatry\",\"volume\":\"33 1\",\"pages\":\"284 - 293\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Current Problems of Psychiatry\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/cpp-2021-0020\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Current Problems of Psychiatry","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/cpp-2021-0020","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Application of metacognitive strategies in the development of emotional and motivational self-regulation of students with special educational needs. Research on children with ADHD
Abstract The aim of the presented study is to verify whether the visual methods (Mind Maps and Sketch-noting) considered as metacognitive strategies will help to strengthen emotional and motivational self-regulation in children with ADHD. In this experimental study, 135 participants took part, including 45 primary school students diagnosed with attention deficit hyperactivity disorder with the presentation of mixed symptoms (M = 10.41; SD = 1.42), their parents (N = 45) and teachers (N = 45). The results obtained in the study indicate that after 25 training sessions with the use of both Mind Maps and Sketch-noting, children with ADHD make significantly fewer errors than during the first measurement. However, only in the Sketch-noting group did their average reaction time increase significantly, which indicates that they are more reflective. The presented metacognitive strategies can be successfully applied at school by students with ADHD and constitute a source of support for both students and teachers.
期刊介绍:
The quarterly Current Problems of Psychiatry is a continuation of the volume "Research on Schizophrenia" and is addressed to a wide group of psychiatrists and clinical psychologists. The quarterly is a reviewed scientific journal of international scope, publishing original papers, review papers, case studies, conference reports, letters to the editor and book reviews. The aim of the "Current Problems of Psychiatry" is providing a wide audience with scientific works, representing a significant contribution to the development of psychiatry and clinical psychology. The works published in the journal are printed in Polish and English. Terms and Conditions for publishing manuscripts in the quarterly are available on the website www.cppsych.umlub.pl in the tab "Requirements".