Η συναισθηματική εμπειρία παιδιών με και χωρίς μαθησιακές διαταραχές σε καταστάσεις επίτευξης : μια πειραματική μελέτηPart of : Επιστήμες Αγωγής ; No.2, 2010, pages 195-221
The purpose of the present study was to evaluate the emotional experience of students who adopted different goals. Participants were 47 students with learning disabilities and attention problems from elementary schools in Cyprus and 137 typical students from the same area. The first hypothesis tested was that students with attention problems would exhibit cognitive interference on stimuli related to feelings and motives, compared to their typical peers. Results confirmed this hypothesis. The second hypothesis tested was that students with learning difficulties and attention problems will be different compared to their typical peers on the emotional experience during task engagement. This hypothesis was also supported by data as there were significant differences between groups of self-reported affect with the students with LD and attention problems having elevated negative affect. Last a hypothesis put forth positing a significant interaction between motives and groups on cognitive interference. Results supported this hypothesis as the students with LD and attention problems required more time to complete the task during the performance normative condition, compared to typical students.
κίνητρα, υπερκινητικότητα, συναισθηματικό Stroop, μαθησιακές δυσκολίες, γνωστική παρεμβολή
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