Hábitos y técnicas de estudio en adolescentes con trastorno por déficit de atención con o sin hiperactividad
Hábitos y técnicas de estudio en adolescentes con trastorno por déficit de atención con o sin hiperactividad
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Resumen
Un alto porcentaje de adolescentes con trastorno por déficit de atención con o sin hiperactividad (TDAH) no consigue resultados académicamente satisfactorios, debido, entre otras razones, a la poca organización en el estudio y el desconocimiento de técnicas y recursos para abordar las tareas escolares. El objetivo de este trabajo es conocer y mejorar sus hábitos y técnicas de estudio mediante un diseño cuasiexperimental (pretest-aplicación de tratamiento-postest). La muestra resultante estaba formada por 20 estudiantes sin TDAH de distintos cursos de Educación Secundaria Obligatoria (en concreto, 5 de cada curso, y con edades comprendidas entre los 12 y los 16 años) y 6 adolescentes con TDAH. El instrumento de evaluación utilizado fue el Inventario de Hábitos de Estudio (Fernández-Pozar, 2002). Entre los resultados encontrados destacamos que los adolescentes con TDAH muestran carencias en todas las escalas del Inventario de Hábitos de Estudio(condiciones ambientales, planificación del estudio, utilización de materiales y asimilación de contenidos), siendo sus puntuaciones significativamente inferiores a las de los adolescentes sin TDAH en cuanto a las condiciones ambientales y mejorando en casi todas las escalas cuando reciben atención educativa especializada.
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Phillipson, S. N. y Tse, A. K. (2007). Discovering patterns of achievement in Hong Kong students: An application of the Rasch measurement model. High Ability Studies, 18(2), 173---190.
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Siegle, D. y McCoach, D. B. (2005). Motivating gifted students. Waco: Prufrock.
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Tabachnik, B. y Fidell, L. (2007). Using multivariate statistics. Boston, MA: Allyn y Bacon.
Valle, A., Regueiro, B., Estévez, I., Piñeiro, I., Rodríguez, S. y Freire, C. (2015). Implicación y motivación hacia los deberes escolares en los estudiantes de Primaria según el rendimiento académico y el curso. European Journal of Investigation in Health, Psychology and Education, 5(3), 345---355.
Valle, A., Regueiro, B., Rodríguez, S., Piñeiro, I., Freire, C., Ferradas, M., et al. (2015). Perfiles motivacionales como combinación de expectativas de autoeficacia y metas académicas en estudiantes universitarios. European Journal of Education and Psychology, 8(1), 1---8.
Valle, A., Rodríguez, S., Cabanach, R., Núñez, J. C., González-Pienda, J. A. y Rosario, P. (2010). Perfiles motivacionales y diferencias en variables afectivas, motivacionales y de logro. Universitas Psychologica, 9(2), 109---121.
Whitmore, J. R. (1980). Giftedness, conflict and underachievement. Boston: Allyn & Bacon.
Yuste, C., Martínez, R. y Galve, J. L. (2005). Batería de aptitudes diferenciales y generales. BADyG. Madrid: CEPE.
Ziegler, A., Ziegler, A. y Stoeger, H. (2012). Shortcoming of the IQbased construct of underachievement. Roeper Review: A Journal on Gifted Education, 23(2), 123---132.
Baker, J., Bridger, R. y Evans, K. (1998). Models of underachievement among gifted preadolecents: The role of personal, family, and school factors. Gifted Child Quarterly, 42(1), 5---15.
Broc, M. A. (2010). Un estudio de meta-análisis sobre las causas del absentismo escolar y propuestas de prevención e intervención para la educación primaria y secundaria obligatoria. Memoria de Investigación. Zaragoza: Departamento de Educación, Cultura y Deporte del Gobierno de Aragón.
Chan, D. (1999). Reversing underachievement: Can we tap unfulfilled talents in Hong Kong? Educational Research Journal, 14(2), 177---190.
Chan, D. (2005). Family environment and talent development of Chinese gifted students in Hong Kong. Gifted Child Quarterly, 49(3), 211---221.
Colangelo, N., Kerr, B., Christensen, P. y Maxey, J. (2004). A comparison of gifted underachievers and gifted high achievers. Gifted Child Quarterly, 37(4), 155---160.
Dowdall, C. B. y Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26, 179---184.
Dunlosky, J. y Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self-evaluations undermine students’ learning and retention. Learning and Instruction, 22, 271---280.
Eurostat (2014). Being young in Europe today --- education [consultado 2 Abr 2015]. Disponible en: http://ec.europa.eu/eurostat/ statistics-explained/index.php/Being young in Europe today - education
García-Alcañiz, E. (1991). Diferencias intelectuales y de rendimiento académico entre chicos-chicas bien dotados y la media. I Congreso Internacional de Psicología y Educación. Madrid, noviembre de 1991.
Hayamizu, T. y Weiner, B. (1991). A test of Dweck’s model of achievement goals as related to perceptions of ability. Journal of Experimental Education, 59, 226---234.
Inglés, C. J., García-Fernández, J. M., Castejón, J. L., Valle, A., Delgado, B. y Marzo, J. C. (2009). Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary education. Psychology in the Schools, 46(10), 1048---1060. http://dx.doi.org/10.1002/pits.20443
Inglés, C., Marzo, J. C., Castejón, J. L., Nuñez, J. C., Valle, A., García-Fernández, J. M., et al. (2011). Factorial invariance and latent mean differences of scores on the achievement goal tendencies questionnaire across gender and age in a sample of Spanish students. Learning and Individual Differences, 21, 138---143.
Jiménez, C. y Álvarez, B. (1997). Alumnos de alta capacidad y rendimiento escolar insatisfactorio. Revista de Educación, 313, 279---295.
Lau, K. y Chan, D. (2001). Identification of underachievers in Hong Kong: Do different methods select different underachievers? Educational Studies, 27(2), 187---200.
Lubke, G. y Muthén, B. (2005). Investigating population heterogeneity with factor mixture models. Psychological Methods, 10(1), 21---39.
Madigson, J. y Vermunt, J. K. (2002). Latent class models for clustering: A comparison with K-means. Canadian Journal of Marketing, 20, 37---44.
McCall, R., Evahn, C. y Kratzer, L. (1992). High school underachievers: What do they achieve as adults? Newbury Park, CA: Sage Pub.
McCoach, D. B. y del Siegle, D. (2003a). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414---429.
McCoach, D. B. y del Siegle, D. (2003b). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47(2), 144---153.
McCoach, B. D. y del Siegle, D. (2014). Underachievers. En R. J. Levesque (Ed.), Encyclopedia of adolescence (pp. 3025---3032). New York: Springer Science & Business Media.
Miñano, P., Castejón, J. L. y Gilar, R. (2014). Psychometric properties of the Spanish adaptation of the School Attitude Assessment Survey-Revised. Psicothema, 26(3), 423---430.
Miñano, P., Gilar, R. y Castejón, J. L. (2012). A structural model of cognitive-motivational variables as explanatory factors of academic achievement in Spanish Language and Mathematics. Anales de Psicología, 28(1), 45---54.
Peixoto, F. y Almeida, L. S. (2010). Self-concept, self-esteem and academic achievement: Strategies for maintaining self-esteem in students experiencing academic failure. European Journal of Psychology of Education, 25(2), 157---175.
Phillipson, S. N. (2008). The optimal achievement model and underachievement in Hong Kong: An application of the Rasch model. Psychology Science Quarterly, 50(2), 147---172.
Phillipson, S. (2010). Modeling parental role in academic achievement: Comparing high-ability to low- and averageability students. Talent Development and Excellence, 2(1), 83---103.
Phillipson, S. N. y Tse, A. K. (2007). Discovering patterns of achievement in Hong Kong students: An application of the Rasch measurement model. High Ability Studies, 18(2), 173---190.
Regueiro, B., Rodríguez, S., Piñeiro, I., Estévez, I., Ferradas, M. y Suárez, N. (2015). Diferencias en la percepción de la implicación parental en los deberes escolares en función del nivel de motivación de los estudiantes. European Journal of Investigation in Health, Psychology and Education, 5(3), 313---323.
Reis, S. M. y Greene, M. J. (2014). Using self-regulated learning to reverse underachievement in talented students. Documento on-line [consultado 7 May 2016]. Disponible en: http://gifted.uconn.edu/schoolwide-enrichmentmodel/self-regulated learning reverse underachievement/
Reis, S. M. y McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152---170.
Renzulli, J. S. y Reis, S. M. (1997). The schoolwide enrichment model: A comprehensive plan for educational excellence (2nd ed.). Mansfield Center, CT: Creative Learning Press, Inc.
Rimm, S. B. (1997). An underachievement epidemic. Educational Leadership, 54(7), 18---22.
Rodríguez, S., Regueiro, B., Blas, R., Valle, A., Piñeiro, I. y Cerezo, R. (2014). Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107---120.
Siegle, D. y McCoach, D. B. (2002). Promoting a positive achievement attitude with gifted and talented students. En M. Neihart, S. M. Reis, N. M. Robinson, y S. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 237---249). Waco, TX: Prufrock.
Siegle, D. y McCoach, D. B. (2005). Motivating gifted students. Waco: Prufrock.
Smith, E. (2006). Analyzing underachievement in schools. London: Continuum International Publication Group.
Tabachnik, B. y Fidell, L. (2007). Using multivariate statistics. Boston, MA: Allyn y Bacon.
Valle, A., Regueiro, B., Estévez, I., Piñeiro, I., Rodríguez, S. y Freire, C. (2015). Implicación y motivación hacia los deberes escolares en los estudiantes de Primaria según el rendimiento académico y el curso. European Journal of Investigation in Health, Psychology and Education, 5(3), 345---355.
Valle, A., Regueiro, B., Rodríguez, S., Piñeiro, I., Freire, C., Ferradas, M., et al. (2015). Perfiles motivacionales como combinación de expectativas de autoeficacia y metas académicas en estudiantes universitarios. European Journal of Education and Psychology, 8(1), 1---8.
Valle, A., Rodríguez, S., Cabanach, R., Núñez, J. C., González-Pienda, J. A. y Rosario, P. (2010). Perfiles motivacionales y diferencias en variables afectivas, motivacionales y de logro. Universitas Psychologica, 9(2), 109---121.
Whitmore, J. R. (1980). Giftedness, conflict and underachievement. Boston: Allyn & Bacon.
Yuste, C., Martínez, R. y Galve, J. L. (2005). Batería de aptitudes diferenciales y generales. BADyG. Madrid: CEPE.
Ziegler, A., Ziegler, A. y Stoeger, H. (2012). Shortcoming of the IQbased construct of underachievement. Roeper Review: A Journal on Gifted Education, 23(2), 123---132.