|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|364614||621076||2016||6 صفحه PDF||سفارش دهید||دانلود کنید|
• Approaches to learning differ among students with ADHD receiving medication versus students without ADHD.
• Examined how ATL and ADHD are related to achievement.
• Medication may be associated with a decrease in core symptoms of ADHD.
• Both reading and math achievement increased as ADHD-related ATL items decreased.
The current study examined how student approaches to learning (ATL) and ATL's association with school achievement differ in children diagnosed with ADHD who are taking medication and children who are not diagnosed with ADHD. Results indicated that pharmacological interventions may be associated with a decrease in core symptoms of ADHD (e.g., ADHD-related ATL items such as concentration, keeping on task, and maintaining interest) as rated by parents; however, parents of children receiving medication also rated their children as lower on ATL items not typically associated with ADHD symptomatology, including creativity, eagerness, and initiative. Evaluation of a model examining the association between ATL and achievement revealed that as ADHD-related ATL items decreased, both reading and math achievement increased. However, the relationships between non-ADHD-related ATL items (e.g., creativity, eagerness, and initiative) and achievement scores differed for children with ADHD receiving medication. We discuss the implications for learning and assessment.
Journal: Learning and Individual Differences - Volume 47, April 2016, Pages 298–303