Children with Attention Deficit Hyperactivity Disorder

ABSTRACT

It is estimated that there have been over 4,000 articles in the literature on the subject of attentional problems, addressing its etiology, epidemiology, assessment, diagnosis, and treatment. This article reviews recent and relevant literature with an eye toward functional conclusions and linkages between assessment and intervention. The article concludes by providing a problem-solving model that integrates parent or teachers' referral concerns, reasons for these concerns, assessment methods, and intervention strategies. In the end, four definitive conclusions are drawn, and the importance of multimodal strategies that collaboratively involve home, school, and community settings is emphasized.     

大鱼小池效应研究回顾及展望

大鱼小池效应(Big Fish Little Pond Effect)是解释不同教育情境中学生自我概念水平的一个特定概念,Marsh将其定义为：能力同等的学生,在平均成绩较高的学校或班级里的学业自我概念较低,而在平均成绩较低的学校或班级则学业自我概念会较高。大鱼小池效应包括学生采用概括他人和特定他人的比较标准所分别产生的同化效应和对比效应,社会比较对学业自我概念形成具有特定影响。大鱼小池效应的未来研究可以从研究方法的改进、调节变量的控制和跨文化比较等方面拓展。     

中学生个性因素及其与学业成就关系的探讨

研究者基于个性对个体成功具有重要影响的观点,假设中学生的个性对其学业成就具有预测性。采用儿童14种人格因素问卷对145名初中生进行测试,并对14种人格变量进行因素分析,得到了自我控制能力因素、精神状态因素、合作与创新精神因素、社会能力因素和智力性因素等5个因子。再利用这5个因子与学生的期末成绩(语、数、外总成绩)进行全纳回归分析,结果发现:与非智力的个性因素相比,智力性因素对中学生的学业成就可以进行更为有效的预测。     

中学生学业成就归因与学习动力的相关研究

用自编问卷对913名中学生学业成就归因和学习动力状况进行了调查,发现: (1)整体上看中学生较多使用内在原因和可控原因解释自己的学习成绩; (2)不同性别和不同年级学生有不同的归因倾向; (3)归因倾向与学习动力有明显联系,使用因子分析法得到“自挫因子”对学习动力有很大的消极影响。本文还就如何进行归因训练进行了讨论。     

Age Differences in Proactive Newcomer Socialization Strategies in Two Populations

We investigated the role of age as a predictor of newcomer socialization behaviors, and documented relationships between specific strategies and subsequent role-relevant outcomes. Academic and retail newcomer populations were each surveyed over three time periods. A negative relationship was found between age and covert forms of information seeking in both samples. Further, the use of covert information seeking was related to lower subsequent levels of role clarity and job satisfaction.     

同伴团体对儿童青少年学业成就和社会功能关系的影响

运用同伴评价、教师评估和学校记录等多种渠道收集关于同伴团体、社会功能、同伴接纳以及学业成就的资料,旨在考察同伴团体与儿童青少年学业成就和社会功能的关系。研究发现：绝大多数儿童青少年都有自己的同伴团体。这些同伴团体在学业成就上有很高的同质性。学业成就与社会适应无论在团体内的个体水平还是在团体水平上都密切相关。而且,团体的学业表现是个体学业成就和社会适应间的重要调节因素,表明团体学业规范对个体水平上学业成就与社会功能的关系有增强或是减弱的作用。这项研究再一次证明同伴团体在儿童个体发展中的重要意义。     

Measurement of newcomer socialization: Construct validation of a multidimensional scale

A construct validation approach was taken to develop a primary measure of newcomer socialization that addresses shortcomings with a prior scale (Chao, Kelly, Wolf, Klein, & Gardner, 1994). Three separate groups of subject matter experts reviewed items to ensure the content validity of the Newcomer Socialization Questionnaire (NSQ). Studies 1 and 2 examined the NSQ’s psychometric properties using employed students and organizational newcomers as participants, respectively. Results illustrate scale reliability, factor structure, convergent and discriminant validity, and correlations with criterion variables. The NSQ measures three dimensions or domains of newcomer socialization: the organization, the group and the job/task. In addition, both factual knowledge and knowledge of expected role behaviors are assessed within each domain. Thus, the NSQ provides a useful measurement tool for researchers and practitioners interested in examining direct outcomes of being socialized.     

EFFECTS OF IMMEDIATE SELF-CORRECTION,DELAYED SELF-CORRECTION,AND NO CORRECTION ON THE ACQUISITION AND MAINTENANCE OF MULTIPLICATION FACTS BY A FOURTH-GRADE STUDENT WITH LEARNING DISABILITIES

This study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Data from daily and maintenance tests indicated that both correct response rate and accuracy were higher when self-correction was immediate rather than delayed or absent.     

When to Self-Correct?: A Comparison of Two Procedures on Spelling Performance

We compared the effects of two self-correction procedures on the spelling performance of 5 elementary school students with learning disabilities. Previous studies consistently have demonstrated self-correction to be more effective than traditional approaches to spelling instruction. However, we could find no single-subject design experiments analyzing the procedural details of how or when self-correction should be conducted to be most effective. For 4 days each week students practiced a list of 20 spelling words by listening to an audiotape on which the weekly list was dictated and writing the words. For half of each week's words, students checked and self-corrected after attempting each word; for the other half of the list, the students self-corrected after attempting all 10 words. An alternating treatments design showed self-correction after each word to be more effective for acquisition of new spelling words as measured by end-of-the-week tests for all 5 students, and maintenance of previously studied spelling words as measured by 1-week maintenance tests for 4 of the 5 students.     

成就目标对青少年成就动机和学业成就影响的研究

本研究在迈尔（Maehr）等人研究的基础上,考察了成就目标（任务目标和能力目标）与动机和学业成就之间的关系。结果表明,任务目标通过内部动机对学业成就产生积极的影响,能力目标通过外部动机对学业成就产生消极的影响。