Pérez-Jorge David, Pérez-Martín Atteneri, Del Carmen Rodríguez-Jiménez María, Barragán-Medero Fernando, Hernández-Torres Atteneri
Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, Spain.
Cognitive Memory Unit, Spain.
Heliyon. 2020 Aug 3;6(8):e04504. doi: 10.1016/j.heliyon.2020.e04504. eCollection 2020 Aug.
This study intends to show the external perception that Primary Education students have of their schoolmates with Attention Deficit Hyperactivity Disorder (ADHD) and the perception of the student who has being diagnosed with ADHD himself/herself in order to analyse the differences between both perceptions. For that purpose, a questionnaire was e elaborated ad hoc, and the main results shown point to the fact that the external perception of the Primary Education student is more positive than the perception of the diagnosed student. Moreveover, the perception of the schoolmates of students diagnosed with ADHD tends to worsen in superior courses. This discovery invites us to reflect on and understand the more frequent attitudes and behaviours that develop in interaction situations as well as investigate those conducts related to social prejudice associated to their clinical characteristics and prevalent syntoms (attention déficit, hyperactivity and impulsivity), which develop an increase of the negative perception towards the student with ADHD.
本研究旨在展现小学教育阶段学生对患有注意力缺陷多动障碍（ADHD）的同学的外部认知，以及已被诊断患有ADHD的学生自身的认知，以便分析这两种认知之间的差异。为此，专门设计了一份问卷，主要研究结果表明，小学教育阶段学生的外部认知比被诊断学生的认知更为积极。此外，被诊断患有ADHD的学生的同学对其认知在高年级时往往会变差。这一发现促使我们反思并理解在互动情境中形成的更常见态度和行为，以及调查与基于他们的临床特征和常见症状（注意力缺陷、多动和冲动）的社会偏见相关的行为，这些行为导致了对患有ADHD的学生的负面认知增加。
