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Students' Beliefs in Their Science Abilities with and Without ADHD Symptomology
出版Portland State University, 2019
URLhttp://books.google.com.hk/books?id=g07VzQEACAAJ&hl=&source=gbs_api
註釋Impulsivity has been negatively associated with students' beliefs in their abilities in science (e.g., science self-efficacy). Impulsivity and risk tasking are known to be characteristics of Attention Deficit Hyperactivity Disorder (ADHD), but it is unknown whether science self-efficacy is altered in students exhibiting ADHD symptomology. STEM beliefs (i.e. science, technology, engineering, and math) were hypothesized to be more challenging for impulsive and risky students who exhibited symptoms of ADHD, since that the fields require the practice of repetitive tasks and coordinated attention to task performance. Impulsivity, ADHD symptomology, and risk taking behavior were assessed in a cross-sectional sample of 612 middle school students in grades six through eight. Results show that impulsivity and risk tasking affect a wide proportion of students, not limited to students with ADHD symptomology, though ADHD total scores and risk taking behavior were negatively associated with students' beliefs in their science abilities. The relationship between these factors across gender and underrepresented minority groups were explored.