Gender differences in university EFL students’ language proficiency corresponding to self-rated attention, hyperactivity and impulsivity

• Hsin-Yi Liang ^[1] ; Brent A. Kelsen ^[2]
  1. [1] Chang Gung University

     Chang Gung University

     Taoyuan District, Taiwán

     
  2. [2] National Taipei University

     National Taipei University

     Taiwán

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 15, Nº. 41, 2017, págs. 48-74
• Idioma: inglés
• DOI: 10.14204/ejrep.41.16017
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción. Este estudio examina la desatención, la hiperactividad y la impulsividad autoinformadas de los estudiantes universitarios, y su relación con su desempeño en una prueba de proficiencia en inglés de altas exigencia, teniendo en cuenta el género.

    Método. Los atributos de falta de atención, hiperactividad e impulsividad se evaluaron mediante el cuestionario de la Auto-Reported Scale (ASRS) del Trastorno de Déficit de Atención de Adultos / Hiperactividad (ADHD). Un total de 229 estudiantes universitarios matriculados en cursos EFM de segundo año completaron la versión china del ASRS. Se usó una prueba de proficiencia en inglés de alto nivel, como requisito de graduación para medir su habilidad en el rendimiento de lectura y lectura en inglés.

    Resultados. Los resultados del análisis de varianza (ANOVA) no revelaron diferencias entre los grupos alto y bajo de déficit de atención, hiperactividad e impulsividad con respecto a la audición, la lectura y las puntuaciones totales de la prueba de proficiencia en inglés. Sin embargo, la separación de la muestra total en alto y bajo déficit de atención, la hiperactividad y la impulsividad grupos de múltiples comparaciones de grupos podría demostrar diferencias significativas entre los géneros. Las puntuaciones de alta déficit de atención, hiperactividad e impulsividad se asociaron con menor audición, lectura y puntuaciones totales para los estudiantes varones.

    Discusión y conclusión. Los hallazgos se discuten en relación con la investigación relevante en el campo y se consideran las implicaciones instruccionales

  • English

    Introduction. This study examines university students’ self-reported inattention, hyperactivity and impulsivity, and their relation to performance on a high-stakes English proficiency test while taking gender into consideration.

    Results. Analysis of variance (ANOVA) results revealed no differences between high and low attention deficit, hyperactivity and impulsivity groups with regard to listening, reading and total scores of the English proficiency test. However, after separating the total sample into high and low attention deficit, hyperactivity and impulsivity groups multiple group comparisons demonstrated significant differences according to gender.

    High attention deficit, hyperactivity and impulsivity scores were associated with lower listening, reading and total scores for male students.

    Discussion and Conclusion. The findings are discussed in relation to relevant research in the field and pedagogical implications are considered.

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