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Preservice Teachers' Self-Efficacy in Managing Students with Symptoms of Attention Deficit/Hyperactivity Disorder: The Roles of Diagnostic Label and Students' Gender
- Source :
-
Psychology in the Schools . Apr 2019 56(4):595-607. - Publication Year :
- 2019
-
Abstract
- The present study investigated preservice teachers' self-efficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character's gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self-efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character's gender and label on teachers' self-efficacy. Specifically, teachers perceived greater self-efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers' self-efficacy toward inclusive classroom management.
Details
- Language :
- English
- ISSN :
- 0033-3085
- Volume :
- 56
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Psychology in the Schools
- Publication Type :
- Academic Journal
- Accession number :
- EJ1207659
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1002/pits.22221