权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Academic Success of STEM College Students with Attention Deficit Hyperactivity Disorder and the Role of Classroom Teaching Practices

患有注意力缺陷多动障碍的 STEM 大学生的学业成功及课堂教学实践的作用

基本信息

批准号：
2043430
负责人：
Cynthia Finelli
金额：
$ 30万
依托单位：
Regents of the University of Michigan - Ann Arbor
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-05-01 至 2024-10-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2043430&HistoricalAwards=false
关键词：
Academic Success STEM College Students

项目摘要

This project aims to serve the national interest by improving STEM teaching practices for college students with attention deficit hyperactivity disorder (ADHD). Students with ADHD comprise as many as 10% of U.S. college students. College students with ADHD earn lower grades and may be less likely to graduate when compared to their peers without ADHD. However, little is known about how to increase the academic success of this growing, underserved population. This project will study the academic success, such as grades and persistence) of STEM college students with ADHD. Through statistical modeling and student interviews, the project plans to determine the relationship between student characteristics, the college classroom experience, and academic outcomes of STEM college students with ADHD. As a result, the project will describe the influence of the STEM classroom environment on students with ADHD. This information, in turn, is expected to provide actionable information for classroom teaching practices that better support the academic success of this growing, understudied population of STEM college students.This project aims to fill a research gap surrounding college students with ADHD by investigating relationships between precollege factors, classroom teaching practices, and academic success of STEM college students with and without ADHD, and by identifying evidence-based teaching practices that may improve the college experience. The project includes three universities having different organizational contexts, and it seeks to address the following four research questions: 1. What precollege factors are associated with academic success of STEM college students with ADHD compared to those without ADHD? 2. What teaching practices are associated with academic success of STEM college students with ADHD compared to those without ADHD? 3. How do teaching practices mediate the relationship between precollege factors and academic success of STEM college students with ADHD compared to those without ADHD? Q4. How does organizational context influence the relationships between precollege factors, teaching practices, and academic success of STEM college students with ADHD compared to those without ADHD? Study 1 will address research questions 1 and 2 by applying multinomial logistic regression models using secondary data from approximately 20,000 first-year STEM students, including approximately 750 with ADHD. Study 2 will address research questions 2, 3, and 4 using a student survey (with responses from approximately 2,500 students, including approximately 100 with ADHD) and in-depth interviews of 30 STEM college students with ADHD. Ultimately, this project should provide empirical evidence about teaching practices that can improve the college experience for STEM college students with ADHD. The project will increase awareness of STEM students with ADHD and strategies to integrate inclusive teaching practices by disseminating project findings through conference presentations, journal publications, and professional development workshops. Expected long-term contributions include improving STEM education, attracting more students with ADHD to STEM, and increasing the diversity of the future STEM workforce. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过改善患有注意力缺陷多动障碍（ADHD）的大学生的 STEM 教学实践来服务国家利益。患有 ADHD 的学生占美国大学生的比例高达 10%。与没有多动症的同龄人相比，患有多动症的大学生成绩较低，毕业的可能性也较小。然而，对于如何提高这个不断增长的、服务不足的人口的学业成功却知之甚少。该项目将研究患有 ADHD 的 STEM 大学生的学业成功情况（例如成绩和坚持）。通过统计建模和学生访谈，该项目计划确定患有 ADHD 的 STEM 大学生的学生特征、大学课堂体验和学业成绩之间的关系。因此，该项目将描述 STEM 课堂环境对多动症学生的影响。反过来，这些信息预计将为课堂教学实践提供可操作的信息，更好地支持不断增长的、未被充分研究的 STEM 大学生群体的学业成功。该项目旨在通过调查大学前因素、课堂教学实践以及患有和不患有 ADHD 的 STEM 大学生的学业成功之间的关系，并确定可以改善大学体验的循证教学实践，来填补围绕 ADHD 大学生的研究空白。该项目包括三所具有不同组织背景的大学，旨在解决以下四个研究问题： 1. 与没有 ADHD 的 STEM 大学生相比，哪些大学前因素与患有 ADHD 的 STEM 大学生的学业成功相关？ 2. 与没有 ADHD 的学生相比，哪些教学实践与患有 ADHD 的 STEM 大学生的学业成功相关？ 3. 与非 ADHD 学生相比，教学实践如何调节患有 ADHD 的 STEM 大学生的大学前因素与学业成功之间的关系？ Q4。与没有 ADHD 的学生相比，组织环境如何影响患有 ADHD 的 STEM 大学生的大学前因素、教学实践和学业成功之间的关系？研究 1 将通过应用多项逻辑回归模型来解决研究问题 1 和 2，该模型使用来自约 20,000 名一年级 STEM 学生（其中约 750 名患有 ADHD 的学生）的二手数据。研究 2 将通过学生调查（约 2,500 名学生的回答，其中包括约 100 名患有 ADHD 的学生）和对 30 名患有 ADHD 的 STEM 大学生的深入访谈来解决研究问题 2、3 和 4。最终，该项目应提供有关教学实践的经验证据，从而改善患有 ADHD 的 STEM 大学生的大学体验。该项目将通过会议演讲、期刊出版物和专业发展研讨会传播项目成果，提高患有 ADHD 的 STEM 学生的意识，并制定整合包容性教学实践的策略。预期的长期贡献包括改善 STEM 教育、吸引更多患有 ADHD 的学生学习 STEM，以及增加未来 STEM 劳动力的多样性。 NSF IUSE：EHR 计划支持研究和开发项目，以提高所有学生 STEM 教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建、探索和实施。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。