Unique Potential and Challenges of Students with ADHD in Engineering Programs
Unique Potential and Challenges of Students with ADHD in Engineering Programs
复制标题
患有多动症的学生在工程课程中的独特潜力和挑战
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
J. Kaufman
中科院分区：
文献类型：
--
作者：
A. Zaghi;S. Reis;Joseph S. Renzulli;J. Kaufman
工程教育迫切需要利用非传统的发散性思维和冒险精神，以实现根本性的技术突破。文献表明，患有注意力缺陷多动障碍（ADHD）的人表现出无与伦比的创造力和冒险潜力。虽然这群学生可能会为国家的进步提供显着的好处，但他们目前在工程项目中的代表性显着不足，因为严格结构的工程项目给他们带来了重大的学术和情感挑战。这项研究由美国国家科学基金会工程教育部和中心资助，旨在了解具有ADHD特征的工程专业学生的创造潜力和挑战。从康涅狄格大学工程学院招募了18名女性和36名男性本科生（n =54）。为了量化ADHD相关特征的水平和参与者的创造潜力，研究人员分别使用了Brown ADD成人量表和托兰斯创造性思维测试（TTCT）图形形式A。一个40个问题的工具设计和管理，以了解学习风格，目前的工程项目的奖励创造力和冒险的看法，以及工程项目的参与者的困难。结果发现，布朗总分和创造力指数之间存在统计学显著的正相关关系（r =.45，p=.001）。在布朗分量表分数，注意力被发现有最大的相关性与创造力指数。创造力指数和除记忆力外的所有布朗分量表都呈显著正相关。布朗分数被发现有积极的显着相关性与三个TTCT子类别：流畅性，独创性
A critical need exists in engineering education to draw on the non-traditional divergent thinking and risk-taking necessary for making radical technological breakthroughs. Literature suggests that individuals with Attention Deficit Hyperactivity Disorder (ADHD) characteristics demonstrate unparalleled creativity and risk-taking potential. While this group of students may offer significant benefits to the advancement of the nation, they are currently significantly underrepresented in engineering programs because of the major academic and emotional challenges that the rigidly structured engineering programs impose on them. Funded by the Division of Engineering Education and Centers of the National Science Foundation, this study is aimed at understanding creative potential and challenges of engineering students with ADHD characteristics. A cohort of 18 female and 36 male undergraduate students were recruited from the School of Engineering at the University of Connecticut ( n =54). To quantify the level of ADHD-related characteristics and the creative potential of the participants, the investigators administered Brown ADD Scales for Adults and Torrance Test of Creative Thinking (TTCT) Figural Form A, respectively. A 40-question instrument was designed and administered to understand the learning styles, the perception of current engineering programs in terms of rewarding creativity and risk-taking, and the difficulties of the participants in engineering programs. It was found that there is a statistically significant positive correlation between the Brown total score and the Creativity Index ( r =.45, p=.001). Among Brown subscale scores, attention was found to have the largest correlation with the Creativity Index. There were positive significant correlations with the Creativity Index and all of the Brown subscales except for memory . The Brown scores were found to have positive significant correlations with three of the TTCT sub-categories; fluency, originality