Self-concept of children with ADHD life Story narrative research

• Main Authors: Ping-Ying Luo, 羅評瑛
• Other Authors: Wel-Chun Li.
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/88906652789574852516

碩士 === 國立臺東大學 === 教育學系(所) === 102 === This study was based on the narrative of the life stories of fourth graders, Wei and Jie, who are diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) and the main participants of the study. Shavelson’s multi-faceted, hierarchical self-concept model was implemented in this study in which the self-concept of the two children were constructed based on their academic performance, social identity, emotion and physical appearance, in hopes to understand the affects brought forth and problems they were facing both inside and outside of classrooms due to ADHD. This therefore allowed us to analyze and explore the discrepancy between their life stories and self-concept. We discovered that: 1.Family is the key that shapes the self-concept of children suffering from ADHD. Positive learning attitude is usually the result of care and companionship a child received within the family which always leaves a mark during the process of shaping self-concept. 2.A child’s innate traits and environment in which ADHD children were raised can be attributable to the discrepancy between self-concept and life-story. Encouragement and positive feedback from family, teachers, and peers often improve the confidence and strengthen their self-concept, thereby decide the way they view themselves and human nature. Being accepted by family and friends helps them with self-recognition and thus positive development and self-concept whereas negative behaviors are demonstrated when they were treated otherwise. The findings of this study were provided to parents, family members and teachers of ADHD children as suggestions for reference.