Kreider Consuelo M, Medina Sharon, Comstock Carrie M, Slamka Mackenzi R, Wu Chang-Yu, Lan Mei-Fang
University of Florida.
Kitestrings Pediatric Therapy.
J Postsecond Educ Disabil. 2023;36(3):257-275.
As young adults transition into adulthood they must develop effective self-regulation techniques to help them navigate the heightened expectations of independence placed upon them. During this challenging developmental stage, mentors and other supportive individuals can facilitate co-regulation processes that help young adults reach self-regulation. This qualitative research identifies and characterizes supportive processes of regulation that graduate student mentors engaged in as part of their mentorship interactions with undergraduate mentees with learning disabilities and attention-deficit hyperactivity disorder (LD/ADHD). Participants were part of a larger campus-based study with 52 undergraduate mentees with LD/ADHD and 57 graduate student mentors. Data were transcripts from mentor group meetings ( = 20) discussing LD/ADHD and the mentorship experiences, undergraduate group meetings ( = 13) discussing LD/ADHD experiences and supports, and an instrumental mentor case study. Structural coding was used to identify content related to mentorship experiences; process coding was used to describe the actions and roles undertaken by mentors; content analysis was used to examine relative salience of topics discussed during mentor group meetings. Four themes emerged describing the ways in which mentors acted as co-regulators for mentees including: Fostering Positive Relationships, Guidance Based on a Similar Path, Supporting Strategy Generation, and Supporting Mentees by Setting Limits. Finding highlight key actions and processes for effective co-regulation techniques used by disability-informed mentors, that support the self-regulation practices of undergraduate students with LD/ADHD to reach their educational, career, and personal goals.
随着年轻人步入成年，他们必须培养有效的自我调节技巧，以帮助自己应对因独立而产生的更高期望。在这个具有挑战性的发展阶段，导师和其他支持性人物可以促进共同调节过程，帮助年轻人实现自我调节。这项定性研究确定并描述了研究生导师在与患有学习障碍和注意力缺陷多动障碍（LD/ADHD）的本科学生进行指导互动时所参与的支持性调节过程。参与者是一项更大规模的校园研究的一部分，该研究有52名患有LD/ADHD的本科学生和57名研究生导师。数据包括导师小组会议（共20次）的记录，这些会议讨论了LD/ADHD和指导经验；本科学生小组会议（共13次）的记录，这些会议讨论了LD/ADHD经历和支持；以及一个有指导意义的导师案例研究。采用结构编码来识别与指导经验相关的内容；采用过程编码来描述导师所采取的行动和角色；采用内容分析来考察导师小组会议期间讨论的主题的相对显著性。出现了四个主题，描述了导师作为学生共同调节者的行为方式，包括：建立积极关系、基于相似经历提供指导、支持策略生成以及通过设定界限来支持学生。研究结果突出了残疾问题知情导师所使用的有效共同调节技巧的关键行动和过程，这些技巧支持患有LD/ADHD的本科学生的自我调节实践，以实现他们的教育、职业和个人目标。
