Open AccessApplication of metacognitive strategies in the development of emotional and motivational self-regulation of students with special educational needs. Research on children with ADHD
Author(s) -
Natalia Kajka,
Agnieszka Kulik
Publication year - 2021
Publication title -
current problems of psychiatry
Language(s) - English
Resource type - Journals
eISSN - 2353-8627
pISSN - 2081-3910
DOI - 10.2478/cpp-2021-0020
Subject(s) - metacognition , sketch , psychology , attention deficit hyperactivity disorder , developmental psychology , presentation (obstetrics) , cognitive psychology , clinical psychology , cognition , psychiatry , medicine , computer science , algorithm , radiology
The aim of the presented study is to verify whether the visual methods (Mind Maps and Sketch-noting) considered as metacognitive strategies will help to strengthen emotional and motivational self-regulation in children with ADHD. In this experimental study, 135 participants took part, including 45 primary school students diagnosed with attention deficit hyperactivity disorder with the presentation of mixed symptoms (M = 10.41; SD = 1.42), their parents (N = 45) and teachers (N = 45). The results obtained in the study indicate that after 25 training sessions with the use of both Mind Maps and Sketch-noting, children with ADHD make significantly fewer errors than during the first measurement. However, only in the Sketch-noting group did their average reaction time increase significantly, which indicates that they are more reflective. The presented metacognitive strategies can be successfully applied at school by students with ADHD and constitute a source of support for both students and teachers.