ADHD 성향 청소년의 학습전략 결손에 대한 탐색적 연구 = A Preliminary Study on Academic Skill Deficits of Adolescents with ADHD

국문 초록 (Abstract)

본 연구는 ADHD 청소년의 학습전략 결손을 탐색적으로 규명하는데 그 목적이 있다. ADHD 청소년의 학습전략 결손을 규명함으로써 향후 이들의 특성에 맞는 효과적인 학습전략훈련을 개발할 수 있을 것이다. 중, 고등학생 391명을 대상으로 코너스-웰스 청소년 자기보고 검사를 실시하여 점수에 따라 ADHD 성향 집단(37명)과 일반집단(38명)을 구분하였다. 두 집단의 학 습전략을 비교한 결과, ADHD 성향 집단은 인지적, 동기적 학습전략에 비해 행동적(자기자 원) 학습전략 면에서 두드러지게 많은 결손을 보였다. 둘째, 구체적인 학습전략 면에서, ADHD 성향 집단은 인지전략, 자아효능감, 행동통제, 시간관리기술, 조직화기술, 계획하기기 술에서 일반집단에 비해 유의미하게 저조한 수준을 나타내었다. 셋째, ADHD 성향 집단은 메타인지전략, 숙달목적지향성, 성취가치, 도움구하기와 같은 학습전략에서는 일반집단과 차 이를 보이지 않았다. 넷째, ADHD 성향 청소년이 보이는 주의력 결핍, 과잉활동성, 품행 문 제 중 특히 주의력결핍이 학습전략의 결손을 유의미하게 예언하는 것으로 나타났다. 이러한 결과를 종합해 보면 ADHD 청소년을 위한 전략 훈련을 개발함에 있어 행동적(자기자원) 전 략이 효과적인 개입지점임을 시사한다.

다국어 초록 (Multilingual Abstract)

The purpose of the current research was to identify academic skill deficits of adolescents with ADHD. 391 secondary school students were asked to complete the Conners-Wells Adolescents Self-Report Scales (short form)(CASS(S)) and academic skill related inventory. Based on their CASS(S) scores, 37 students were classified as ADHD group and 38 students as the control group. Major differences between the two groups’ academic strategies are summarized as follows: (1) ADHD group showed noticeably more deficits on behavioral and self management strategies than the control group. (2) ADHD group demonstrated prominently low scores on cognitive strategies, self-efficacy, action control, time management, organization, and planning skills compared to the control group. (3) There was no significant difference between two group on meta-cognitive strategies, performance goal orientation, achievement value, help seeking behavior. (4) Cognitive feature(attention deficits) of ADHD was shown to be a significant predictor on deficits in academic skills. These findings show that focusing on behavioral and self management skills could be effective intervention starting points to develop strategy training for adolescents with ADHD.

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