Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit–Hyperactivity Disorder Students’ Scientific Ability and Motivation

Haoyuan Zheng; Haoyuan Zheng; Yang Dong; Yang Dong; YuanKe Sun; Jie Yang; Chongbo Yuan; JinDao Wang; Weiyang Dong

doi:10.3389/fpsyg.2021.747961

Frontiers in Psychology (Dec 2021)

Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit–Hyperactivity Disorder Students’ Scientific Ability and Motivation

Haoyuan Zheng,
Haoyuan Zheng,
Yang Dong,
Yang Dong,
YuanKe Sun,
Jie Yang,
Chongbo Yuan,
JinDao Wang,
Weiyang Dong

Affiliations

Haoyuan Zheng: Department of Teacher Education, Guangzhou Huashang College, Guangzhou, China
Haoyuan Zheng: Research Center for Overseas Studies and Media Reports on Hainan, Hainan University, Haikou, China
Yang Dong: Research Center for Overseas Studies and Media Reports on Hainan, Hainan University, Haikou, China
Yang Dong: Department of English, Hainan University, Haikou, China
YuanKe Sun: Department of Science and Environmental Studies, Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
Jie Yang: Department of English, Hainan University, Haikou, China
Chongbo Yuan: Department of Chinese Studies, Hong Kong Open University, Hong Kong, Hong Kong SAR, China
JinDao Wang: Department of Teacher Education, Guangzhou Huashang College, Guangzhou, China
Weiyang Dong: Research Center for Overseas Studies and Media Reports on Hainan, Hainan University, Haikou, China

DOI: https://doi.org/10.3389/fpsyg.2021.747961
Journal volume & issue: Vol. 12

Abstract

Read online

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.

Published in Frontiers in Psychology

ISSN: 1664-1078 (Online)
Publisher: Frontiers Media S.A.
Country of publisher: Switzerland
LCC subjects: Philosophy. Psychology. Religion: Psychology
Website: https://www.frontiersin.org/journals/psychology

About the journal

Abstract

Keywords