The effect of field independence on self-control and self-management skills in distance education of freshman college students to the strategy for ADHD students
6
Issued Date
2025-01-01
Resource Type
ISSN
25180169
eISSN
24109991
Scopus ID
2-s2.0-85219306559
Journal Title
Journal of Education and e-Learning Research
Volume
12
Issue
1
Start Page
52
End Page
63
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Education and e-Learning Research Vol.12 No.1 (2025) , 52-63
Suggested Citation
Chansaengsee S. The effect of field independence on self-control and self-management skills in distance education of freshman college students to the strategy for ADHD students. Journal of Education and e-Learning Research Vol.12 No.1 (2025) , 52-63. 63. doi:10.20448/jeelr.v12i1.6357 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/105607
Title
The effect of field independence on self-control and self-management skills in distance education of freshman college students to the strategy for ADHD students
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Author's Affiliation
Corresponding Author(s)
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Abstract
This research aims to determine the extent to which first-year tertiary students exhibit Field Independence (FI) as a mediator in their self-control and self-management skills (SCMSk). The second phase of the study aimed to investigate strategies for preparing high school students with attention deficit hyperactivity disorder (ADHD) to successfully navigate their academic lives based on the findings from the first phase. Explanatory sequential design was used in this mixed-methods research. The researcher selected 400 first-year students as participants and asked them to respond to a questionnaire based on five major factors. The focus group discussion included 10 special education teachers, four school directors and six psychologists who provided suggestions and strategies to assist ADHD students while attending online lessons. The examination of the goodness-of-fit indices (GFI) for this model was found to be .982 and FI served as a partial mediator in this model. Furthermore, SCMSk was directly influenced by other factors. In the second phase, the stakeholders proposed effective strategies by focusing on the development of five relevant factors. The findings are advantageous for teachers and other stakeholders working with students with ADHD. Variables could serve as indications helping teachers develop effective strategies to enhance online learning.