ABSTRACT

The purpose of this study was to examine perspectives on childhood, coping methods and reasons for deciding to major in education among undergraduates with Attention Deficit Hyperactivity Disorder (ADHD). While the experiences of children and adolescents with ADHD have been the focus of much research, empirical evidence is lacking regarding the experiences of education students with this disorder. This research seeks to correct this lacuna and in particular to shed light on what motivates students to return to a setting they experienced as so difficult and complex. We used qualitative-phenomenological research methods to examine 30 education students diagnosed with ADHD. Complex childhood experiences emerged during the course of the research. The study participants noted difficulties in remaining attentive, a high level of distractibility, a heightened need to move around and a lack of focus. These symptoms caused them difficulties at school, harmed their self-image and left them with feelings of frustration, failure and jealousy towards their classmates. The participants raised mainly altruistic considerations in explaining why they chose the teaching profession, alongside a negative view of the education system.

摘要

本研究的目的是探讨对患有注意力缺陷多动障碍 (ADHD) 的本科生的童年、应对方法和决定主修教育的原因的看法。虽然患有 ADHD 的儿童和青少年的经历一直是许多研究的重点，但缺乏关于患有这种疾病的教育学生经历的经验证据。这项研究旨在纠正这一缺陷，特别是要阐明是什么促使学生回到他们所经历的如此困难和复杂的环境中。我们使用定性现象学研究方法来检查 30 名被诊断患有多动症的教育学生。在研究过程中出现了复杂的童年经历。研究参与者注意到难以保持专注、高度的注意力分散、更需要四处走动，注意力不集中。这些症状给他们带来了学习困难，损害了他们的自我形象，并使他们对同学感到沮丧、失败和嫉妒。参与者在解释他们为什么选择教师职业时主要提出了利他主义的考虑，以及对教育系统的负面看法。