Title Selfperception of students with ADHD Title (croatian) Samopoimanje učenika s ADHD poremećajem Author Davorka Dragojević Mentor Snježana Sekušak Galešev (mentor)Mentor Kathryn Underwood (komentor) Committee member Rea Fulgosi-Masnjak (predsjednik povjerenstva)Committee member Natalija Lisak Šegota (član povjerenstva)Committee member Sanja Skočić Mihić (član povjerenstva)Granter University of Zagreb Defense date and country 2025, Croatia Scientific / art field, SOCIAL SCIENCES Universal decimal classificationUDC ) 376 - Education, teaching, training of special groups of persons. Special schools Abstract ADHD (Attention Deficit/Hyperactivity Disorder) is a developmental disorder characterized by a persistent pattern of inattention and/or hyperactivity/impulsivity, which is a disruptive factor in the daily functioning of an individual (APA 2013).
Research in the field of attention deficit hyperactivity disorder in Croatia is scarce, and the majority of studies examine how the disorder is perceived by parents, educators, and others.
Since there is limited research in the available literature on how children with ADHD experience and perceive the disorder from their own perspective, the goal of this doctoral dissertation is to provide insight into the self-concept of students with ADHD, i.e., into the lived experience of everyday life related to education, relationships with peers, and family.
In order to gather qualitative responses to the research question, "How do students with ADHD perceive their own disorder in the context of education?" a purposeful (deliberate) sample was selected (Creswell, Miller, 2000). This approach allows the researcher to derive more accurate findings and deeper understanding of the subject matter. Taking into account the sensitive population, the choice of research model depended on a child-centered approach. As the phenomenological research model is an alternative to traditional methods and research, it was chosen as a more appropriate choice, as it is safe and adapted to the child's developmental characteristics. The sample consists of 13 regular elementary school students, from 1st to 8th grade, in the area of the city of Zagreb. The criteria for the selection of research participants was the diagnosis of ADHD disorder. Semi-structured in-depth interviews and observations were implemented as data collection methods, and a phenomenological approach was used to interpret the data through a qualitative thematic analysis. These themes are used to illustrate the experiences of students with ADHD through categorizes: (1) self-relationship; (2) relationships with peers; (3) relationships with family; and (4) relationships with adults/teachers.
The inclination with this type of exploratory phenomenology study was to look into how students with ADHD view and respond to various life circumstances.
Abstract (croatian) ADHD – Attention Deficit/Hyperactivity Disorder (deficit pažnje / hiperaktivni poremećaj) razvojni je poremećaj koji karakterizira trajni obrazac nepažnje i/ili hiperaktivnosti/impulzivnosti, a koji predstavlja ometajući faktor u svakodnevnom funkcioniranju pojedinca (APA 2013).
Istraživanja na području ADHD poremećaja u Hrvatskoj su rijetka, a većina ih u fokusu ima viđenje ADHD poremećaja od strane roditelja, nastavnika i vršnjaka. S obzirom na to da je u dostupnoj literaturi malo istraživanja koja se bave istraživanjem načina na koji sama djeca s ADHD poremećajem doživljavaju i percipiraju poremećaj iz vlastite perspektive, cilj je ove doktorske disertacije dati uvid u samopoimanje učenika s ADHD poremećajem, odnosno u doživljeno iskustvo svakodnevnog života vezanog uz školovanje, odnose s vršnjacima i s obitelji.
Polazeći od istraživačkog pitanja Kako učenici s ADHD poremećajem percipiraju vlastiti poremećaj u kontekstu obrazovanja?, za istraživanje je odabran svrhoviti (namjerni) uzorak (purposive / deliberate sampling) koji istraživaču omogućava prikupljanje kvalitativnih odgovora, što dovodi do boljih uvida i preciznijih rezultata istraživanja (Creswell, Miller 2000). Uzorak sačinjava 13 učenika redovne osnovne škole, od 1. do 8. razreda, na području grada Zagreba, a kriterij za izbor sudionika istraživanja bila je dijagnoza ADHD poremećaja.
Vodeći računa o osjetljivoj populaciji, izbor modela istraživanja ovisio je o pristupu usmjerenom na dijete. Kako je Fenomenološki model istraživanja alternativa tradicionalnim metodama i istraživanjima, odabran je kao najprimjereniji izbor, kao siguran i prilagođen djetetovim razvojnim osobinama. Kao tehnika dobivanja podataka koristili su se polustrukturirani dubinski intervju i opservacije, a podaci su obrađeni kvalitativnom tematskom analizom fenomenološkim pristupom. Iskustvo učenika s ADHD-om prikazano je temama: (1) Odnos prema sebi, (2) Odnos s vršnjacima, (3) Odnosi u obitelji, (4) Odnos s odraslima/učiteljima. Ovakvom eksploratornom fenomenološkom studijom tendiralo se istražiti načine na koje učenici s ADHD poremećajem percipiraju situacije u odgojno-obrazovnom procesu i kako se s njima nose.
Keywords
ADHD disorder
self-concept
qualitative analysis
Keywords (english)
ADHD poremećaj
samopoimanje
kvalitativna analiza
Language english URN:NBN urn:nbn:hr:158:745030 Promotion 2025 Study programme Title: Doctoral study Prevention Science and Disability Study Type of resource Text Extent 150 str. File origin Born digital Access conditions Open access Terms of use Created on 2025-02-22 10:37:02
