Volume 4, Issue 2 (autumn-winter 2017)                   راهبردهای توسعه در آموزش پزشکی 2017, 4(2): 15-26 | Back to browse issues page


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Hashemi G S, Sanagoo A, Azimi M. The Relationship between Study Habits and Ambiguity Tolerance with Hyperactivity in Graduate Students Azad University of Gorgan . راهبردهای توسعه در آموزش پزشکی . 2017; 4 (2) :15-26
URL: http://dsme.hums.ac.ir/article-1-135-en.html

Abstract:   (212 Views)

Introduction: Students with Attention Deficit Disorder and Hyperactivity always suffer from many problems that during the academic Education is effective on many factors including study habits and tolerance for ambiguity.
Methods: This is a descriptive correlational study which was done in 1394. 250 Graduate students of Azad University Gorgan were selected by available sampling. Tools used in this research include: testing the tolerance of ambiguity McLean, self-reporting scale adult attention deficit hyperactivity disorder (ASRS -V1.1). questionnaire study habits PSSHI, Research data carried out by subjects in the study, scoring and interpretation, and then by the software SPSS-23 and using methods of Pearson correlation coefficients were analyzed.
Results: According to the results of this study, the mean score of the students’ study habits was 45.2 (8.9) out of 90. 4.40 percent of the students had unsatisfactory study habits while 88/3 percent relatively satisfactory and 5.6 percent had satisfactory study habits, respectively. The results showed that significant relationship is between study habits student with ADHD (Pvalue=-0/199). As well as between tolerance for ambiguity with ADHD students (Pvalue= 0/151) is also significant. Therefore between study habits, tolerance for ambiguity and hyperactivity among students there is no significant relationship.
Conclusion: Study habits student's is moderate, tolerance of ambiguity at a low level and a high percentage of student's had symptoms of hyperactivity. There is no significant relationship between study habits and hyperactivity and tolerance of ambiguity with hyperactivity.
 

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Type of Study: Research | Subject: Special
Received: 2016/12/6 | Accepted: 2017/07/1 | Published: 2017/10/14

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