Study skills and habits in adolescents with attention deficit disorder with or without hyperactivity
Study skills and habits in adolescents with attention deficit disorder with or without hyperactivity
Main Article Content
Abstract
A high percentage of adolescents with attention deficit disorder (with or without hyperactivity [ADHD]) fail to become academically successful because, among other reasons, they have poor study-organisation and lack the skills and resources to tackle homework. The aim of this study was to first determine, and then improve, the study habits and skills of such individuals, using a quasi-experimental design (pre-test-treatment application-post-test). The sample consisted of 20 students without ADHD in Secondary Education (specifically, 5 from each course and aged between 12 and 16 years), and 6 adolescents with ADHD. The evaluation instrument utilized was the Study Habits Inventory in Spanish (Fernández-Pozar, 2002). The results highlighted that the sample of adolescents with ADHD were lacking in all scales measured in the Study Habits Inventory (adaptation to the study-environment, planning of study, use of materials, and assimilation of contents), with their scores being significantly lower than the sample of adolescents without ADHD, in terms of environmental adjustment, and improvements in most other measurements when receiving specialised educational attention.
References
Albaili, M. A. (2003). Motivational goal orientations of intellectually gifted achieving and underachieving students in the United Arab Emirates. Social Behavior and Personality, 31(2), 107---120.
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.
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.