Effectiveness of metacognitive regulation intervention on attention-deficit–hyperactivity disorder students’ scientific ability and motivation

Haoyuan ZHENG, Yang DONG, Yuanke SUN, Jie YANG, Chongbo YUAN, Jindao WANG, Weiyang DONG

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

This study investigated the effect of metacognitive regulation (McR) intervention on attention-deficit–hyperactivity disorder (ADHD) students’ astronomy knowledge acquisition and learning motivation. Through a cognitive-behavioural treatment design, this study selected 97 ADHD learners who had poor academic performance. This study divided ADHD students randomly into one experimental group and one control group. After 15 weeks of intervention, results showed that the experimental group students performed significantly better than the control group in scientific abilities, learning motivation, and metacognition. Results suggested that the McR intervention is an effective approach for improving the ADHD students’ science knowledge learning abilities. Copyright © 2021 Zheng, Dong, Sun, Yang, Yuan, Wang and Dong.
Original languageEnglish
Article number747961
JournalFrontiers in Psychology
Volume12
DOIs
Publication statusPublished - Dec 2021

Citation

Zheng, H., Dong, Y., Sun, Y., Yang, J., Yuan, C., Wang, J., & Dong, W. (2021). Effectiveness of metacognitive regulation intervention on attention-deficit–hyperactivity disorder students’ scientific ability and motivation. Frontiers in Psychology, 12. Retrieved from https://doi.org/10.3389/fpsyg.2021.747961

Keywords

  • Metacognition
  • ADHD learners
  • Regulation effect
  • Dynamic interaction model
  • Astronomy
  • Primary school
  • PG student publication

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