The Effect Of The Core Symptoms Of Attention Deficit Hyperactivity Disorder On Junior High School Students' Online Self-regulated Learning:the Mediating Role Of Online Social Support

In this paper,the literature review method and questionnaire survey method are used to investigate the current status of online self-regulated learning of attention-deficit/hyperactive impulsive disorder in junior middle school students.On this basis,the relationship between junior high school students' attention deficits and hyperactive impulses and online social support and online self-regulated learning is explored,as well as the mediating effect of online social support.In this study,716 junior students were surveyed using the DSM-V Diagnostic Questionnaire,the Conners Child Behavior Questionnaire(Parental Edition),the Online Self-regulated Learning Questionnaire,and the Online Social Support Questionnaire.The results showed that:(1)The level of self-regulated learning of junior middle school students is generally medium-to-upper,and the score of environmental structure is the highest,the score of task strategy is the lowest,and there are significant differences in the two demographic variables of gender and family culture.In addition,we also found that junior high school students received good online social support.In addition to the tool support,the information support,the emotional support,and the peer support were above average.(2)In this study,the screening rate of ADHD-prone students was 6.5%.There is a significant difference in the overall and various dimensions of ADHD-prone junior high school students and non-ADHD prone junior high school students in online self-regulated learning ability.However,there is no significant difference in ADHD subtypes among ADHD propensity groups.There is no significant difference in family economic level and family economic level.However,the average score of female students is significantly higher than that of boys in task strategy.(3)The ADHD core symptoms(the attention deficits and the impulsivity hyperactivity symptoms symptoms)were significantly correlate the online social support and online self-regulated learning.The impulsivity hyperactivity symptoms significantly negatively predicted the self-regulation level,while the online society support negative predictive online self-regulating learning levels.(4)Among the ADHD core symptoms(the attention deficits and the impulsivity hyperactivity symptoms),only the impulsivity hyperactivity symptoms can directly predict online self-regulated learning and its various dimensions,but attention deficit and impulsivity hyperactivity symptoms can indirectly predicting online self-regulated learning through the online social support,that is,online social support plays an mediated role between the two core symptoms of ADHD and online self-regulated learning.The reducing of attention deficit and impulsivity Hyperactivity in Junior Middle School is of great significance for benefiting from online learning.At the same time,junior high school students can not only directly improve their self-regulated learning ability by reducing attention deficit and hyperactive impulse symptoms,but also indirectly enhance the social support from internet to meet the help and support for junior high school students to learn online.Strengthen the training and prevention of attention deficit and hyperactive impulse disorder,train the right interpersonal skills,establish a harmonious online interpersonal relationship,thereby alleviating the pressure of junior middle school students on learning and interpersonal relationships,and making them more actively integrate into online learning.