Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering
Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering
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工程类注意缺陷多动障碍特征学生的发散思维与学习成绩
DOI：
10.1002/jee.20310
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发表时间：
2020
影响因子：
3.4
通讯作者：
Renzulli, Joseph S.
中科院分区：
文献类型：
--
作者：
Taylor, Christa L.;Esmaili Zaghi, Arash;Kaufman, James C.;Reis, Sally M.;Renzulli, Joseph S.
背景创造力越来越被认为是工程领域成功的重要技能，但大多数传统的中学后工程教育计划并不奖励创造性的努力。注意力缺陷多动障碍（ADHD）学生在传统的教育环境中表现出较强的发散性思维能力，但未能认识到创造性或创造性努力可能会产生特别负面的影响。创造力的一个重要组成部分（发散性思维）有助于工程项目的学术表现，以及学术表现和ADHD特征的传统标记如何预测发散性思维。设计/方法对60名工科大学生进行ADHD症状和发散思维测试。学术能力倾向测试（SAT）成绩和平均成绩（GPA）从大学记录收集，并假设进行了测试，使用一系列的多元回归models.ResultsVerbal SAT成绩是唯一的积极预测的整体GPA和工程GPA。ADHD的特点并没有显着预测整体GPA，但负预测工程GPA。ADHD特征是发散性思维能力的唯一正向预测因子。结论ADHD特征负向预测学习成绩（即，GPA），但比传统的学习成绩指标更能预测发散思维能力。
BackgroundCreativity is increasingly recognized as an important skill for success in the field of engineering, but most traditional, post‐secondary engineering education programs do not reward creative efforts. Failing to recognize creativity or creative efforts can have particularly negative effects for those students with attention deficit hyperactivity disorder (ADHD), who may exhibit enhanced divergent thinking ability yet struggle in the traditional educational environment.Purpose/HypothesisThis study was conducted to investigate how ADHD characteristics, academic aptitude, and one important component of creativity (divergent thinking) contribute to academic performance in engineering programs and how traditional markers of academic performance and ADHD characteristics predict divergent thinking.Design/MethodUndergraduate engineering students (n= 60) completed measures of ADHD symptoms and divergent thinking. Scholastic Aptitude Test (SAT) scores and grade point average (GPA) were collected from university records, and hypotheses were tested using a series of multivariate regression models.ResultsVerbal SAT scores were the only positive predictor of overall GPA and engineering GPA. ADHD characteristics did not significantly predict overall GPA but negatively predicted engineering GPA. ADHD characteristics were the only positive predictor of divergent thinking ability.ConclusionsADHD characteristics negatively predict academic performance (i.e., GPA) in engineering programs but are more predictive of divergent thinking ability than traditional markers of academic performance.
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影响因子：
--
作者：
D. Healey
通讯作者：
D. Healey
DOI：
--
发表时间：
2000
期刊：
影响因子：
--
作者：
R. Felder;D. R. Woods;J. Stice;Armando Rugarcia
通讯作者：
Armando Rugarcia
影响因子：
8.2
作者：
Kell, Harrison J.;Lubinski, David;Steiger, James H.
通讯作者：
Steiger, James H.
影响因子：
3.6
作者：
Cropley, David H.
通讯作者：
Cropley, David H.
维度精神病理学测量与创造性成就或发散性思维有关吗？
影响因子：
3.8
作者：
Zabelina,DaryaL;Condon,David;Beeman,Mark
通讯作者：
Beeman,Mark