Zheng Haoyuan, Dong Yang, Sun YuanKe, Yang Jie, Yuan Chongbo, Wang JinDao, Dong Weiyang
Department of Teacher Education, Guangzhou Huashang College, Guangzhou, China.
Research Center for Overseas Studies and Media Reports on Hainan, Hainan University, Haikou, China.
Front Psychol. 2021 Dec 23;12:747961. doi: 10.3389/fpsyg.2021.747961. eCollection 2021.
This study investigated the effect of metacognitive regulation (McR) intervention on attention-deficit-hyperactivity disorder (ADHD) students' astronomy knowledge acquisition and learning motivation. Through a cognitive-behavioural treatment design, this study selected 97 ADHD learners who had poor academic performance. This study divided ADHD students randomly into one experimental group and one control group. After 15 weeks of intervention, results showed that the experimental group students performed significantly better than the control group in scientific abilities, learning motivation, and metacognition. Results suggested that the McR intervention is an effective approach for improving the ADHD students' science knowledge learning abilities.
本研究调查了元认知调节（McR）干预对注意力缺陷多动障碍（ADHD）学生天文学知识获取和学习动机的影响。通过认知行为治疗设计，本研究选取了97名学业成绩较差的ADHD学习者。本研究将ADHD学生随机分为一个实验组和一个对照组。经过15周的干预，结果显示实验组学生在科学能力、学习动机和元认知方面的表现明显优于对照组。结果表明，McR干预是提高ADHD学生科学知识学习能力的有效方法。
