مشخصات مقاله:
عنوان فارسی مقاله:
اختلال کم توجهی-بیش فعالی (ADHD) و مشارکت هیجانی با مدرسه در سال های ابتدایی: بررسی نقش روابط دانش آموز و معلم
عنوان انگلیسی مقاله:
ADHD and emotional engagement with school in the primary years: Investigating the role of student–teacher relationships
مناسب برای رشته های دانشگاهی زیر:
روانشناسی، علوم تربیتی
مناسب برای گرایش های دانشگاهی زیر:
روانشناسی بالینی، روانشناسی بالینی کودکان و نوجوانان، مدیریت آموزشی
وضعیت مقاله انگلیسی و ترجمه:
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قسمتی از مقاله انگلیسی:
The role of student–teacher relationships
Employing a bioecological framework, school engagement can be conceptualized as a process of reciprocal influence between factors intrinsic to the individual and factors in their social and environmental context (Bakadorova & Raufelder, 2017; Bronfenbrenner & Ceci, 1994). Many factors are likely to influence the relationship between children’s ADHD symptoms and their emotional engagement with school. Studies have shown that the student–teacher relationship is an important factor for all children (Pianta, Hamre, & Allen, 2012; Quin, 2017; Skinner, Furrer, Marchand, & Kindermann, 2008) and specifically for children displaying elevated inattention and hyperactivity (Portilla et al.,2014). Evidence from several studies suggests that positive student–teacher relationships foster behavioural, emotional, and cognitive engagement in school (Fredricks et al., 2016; Furrer & Skinner, 2003; Raufelder, Sahabandu, Martınez, & Escobar, 2013). However, the attention and behaviour problems that ADHD students experience often strain the relationships these children have with their teachers (Mautone, Lefler, & Power, 2011; Rogers, Belanger-Lejars, Toste, & Heath, 2015). Both boys and girls with ADHD exhibit higher rates of disruptive and off-task behaviours than their typically developing peers, leading to more negative attention from, and interactions with, their teachers (Vile Junod et al., 2006). Research indicates that children with ADHD are more likely to have poorer teacher–student bonds and exhibit lower levels of teacher–student collaboration compared with typical peers (Rogers et al., 2015).
Student–teacher relationships are often conceptualized by examining two dimensions of the quality of the relationship: closeness and conflict (Mason, Hajovsky, McCune, & Turek, 2017). Closeness captures warmth and positive affect between the teacher and student, whereas conflict captures negativity experienced in this relationship and lack of rapport between teacher and student. Higher levels of inattention and impulsivity in young children at school entry have been associated with both increased conflict and decreased closeness in student–teacher relationships (Portilla et al., 2014), indicating that both elements are important to consider. This study therefore aimed to investigate the role of the student–teacher conflict and closeness as mediating factors in the relationship between ADHD symptoms and children’s emotional engagement with school.