Evidence map›Paper›PMID 35002845›Full record

ArticleFrontiers in psychology2021

Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit-Hyperactivity Disorder Students' Scientific Ability and Motivation.

Haoyuan Zheng, Yang Dong, YuanKe Sun, Jie Yang, Chongbo Yuan, JinDao Wang, Weiyang Dong

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Review
  2. Article
  3. Training of Awareness in ADHD: Leveraging Metacognition.Journal of psychiatry and brain science · 2024
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Haoyuan ZhengDepartment of Teacher Education, Guangzhou Huashang College, Guangzhou, China.
Yang DongResearch Center for Overseas Studies and Media Reports on Hainan, Hainan University, Haikou, China.
YuanKe SunDepartment of Science and Environmental Studies, Education University of Hong Kong, Hong Kong, Hong Kong SAR, China.
Jie YangDepartment of English, Hainan University, Haikou, China.
Chongbo YuanDepartment of Chinese Studies, Hong Kong Open University, Hong Kong, Hong Kong SAR, China.
JinDao WangDepartment of Teacher Education, Guangzhou Huashang College, Guangzhou, China.
Weiyang DongResearch Center for Overseas Studies and Media Reports on Hainan, Hainan University, Haikou, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This study investigated the effect of metacognitive regulation (McR) intervention on attention-deficit-hyperactivity disorder (ADHD) students' astronomy knowledge acquisition and learning motivation. Through a cognitive-behavioural treatment design, this study selected 97 ADHD learners who had poor academic performance. This study divided ADHD students randomly into one experimental group and one control group. After 15 weeks of intervention, results showed that the experimental group students performed significantly better than the control group in scientific abilities, learning motivation, and metacognition. Results suggested that the McR intervention is an effective approach for improving the ADHD students' science knowledge learning abilities.

Indexed as

ADHD learnersastronomydynamic interaction modelmetacognitionprimary schoolregulation effect

Identifiers

PMID35002845
PMCPMC8732764

What OpenQuestion holds

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.