Abstract

The goal of this study was to test whether psychological availability and mindfulness are associated with cognitive overload in two student populations with and without learning disabilities. This study tested hypotheses regarding the differences between the two study populations and the degree of association between the study variables. 60 students with learning disabilities and 60 students without learning disabilities were tested using three instruments: a psychological availability questionnaire, a mindfulness questionnaire, and a self-efficacy questionnaire. The findings show that the learning-disabled population performed consistently worse on psychological availability and mindfulness and on cognitive load compared with the normally-developed population. In addition, the study variables were strongly associated in the students without learning disabilities but not in the students with learning disabilities. These findings can be applied in the development of teacher training programs that focus on effective methods for increasing psychological availability, improving attention and mindfulness, so that cognitive load in students with learning disabilities can be reduced.

摘要

这项研究的目的是测试在有学习障碍者和没有学习障碍者的两个学生群体中，心理可用性和正念性是否与认知超负荷有关。这项研究检验了关于两个研究人群之间差异以及研究变量之间关联程度的假设。使用三种工具对60名有学习障碍的学生和60名无学习障碍的学生进行了测试：心理可用性问卷，正念问卷和自我效能感问卷。研究结果表明，与正常发育的人群相比，有学习障碍的人群在心理可用性和正念以及认知负荷方面一直表现较差。此外，在没有学习障碍的学生中，学习变量与相关性很强，而在有学习障碍的学生中则没有。这些发现可用于教师培训计划的开发中，该计划侧重于提高心理可用性，改善注意力和正念度的有效方法，从而可以减轻学习障碍学生的认知负担。