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Mulholland S, Cumming TM, Lee J. Accurately Assessing Teacher ADHD-Specific Attitudes Using the Scale for ADHD-Specific Attitudes. J Atten Disord 2023; 27:554-568. [PMID: 36843350 PMCID: PMC9978867 DOI: 10.1177/10870547231153938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/28/2023]
Abstract
OBJECTIVE The aim of this study is therefore twofold, first to accurately examine the ADHD-specific attitudes of New South Wales Government school in-service teachers using the Scale for ADHD-Specific Attitudes (Authors 2016), and second, to determine if any of their socio-demographic features could predict their attitudes. METHOD Exploratory factor analysis found a 5-factor structure, and multiple regression analysis was performed to establish the existence of groups of variables with respect to teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes. RESULTS The final regression model found significant predictors of each factor with R2 values ranging from .007 to .147. CONCLUSION This study illustrated that teachers had generally positive attitudes towards students who display ADHD-type behaviours, however, they found the externalised behaviours of ADHD irritating in the classroom and found teaching students with ADHD-type behaviours difficult, and teachers want more information about ADHD and how to manage it in the classroom.
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Affiliation(s)
- Sarah Mulholland
- UNSW, Sydney, Australia,Sarah Mulholland, UNSW, G19 Morven Brown
Building, Kensington, NSW 2052, Australia.
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Panitz C, Endres D, Buchholz M, Khosrowtaj Z, Sperl MFJ, Mueller EM, Schubö A, Schütz AC, Teige-Mocigemba S, Pinquart M. A Revised Framework for the Investigation of Expectation Update Versus Maintenance in the Context of Expectation Violations: The ViolEx 2.0 Model. Front Psychol 2021; 12:726432. [PMID: 34858264 PMCID: PMC8632008 DOI: 10.3389/fpsyg.2021.726432] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Accepted: 10/20/2021] [Indexed: 12/22/2022] Open
Abstract
Expectations are probabilistic beliefs about the future that shape and influence our perception, affect, cognition, and behavior in many contexts. This makes expectations a highly relevant concept across basic and applied psychological disciplines. When expectations are confirmed or violated, individuals can respond by either updating or maintaining their prior expectations in light of the new evidence. Moreover, proactive and reactive behavior can change the probability with which individuals encounter expectation confirmations or violations. The investigation of predictors and mechanisms underlying expectation update and maintenance has been approached from many research perspectives. However, in many instances there has been little exchange between different research fields. To further advance research on expectations and expectation violations, collaborative efforts across different disciplines in psychology, cognitive (neuro)science, and other life sciences are warranted. For fostering and facilitating such efforts, we introduce the ViolEx 2.0 model, a revised framework for interdisciplinary research on cognitive and behavioral mechanisms of expectation update and maintenance in the context of expectation violations. To support different goals and stages in interdisciplinary exchange, the ViolEx 2.0 model features three model levels with varying degrees of specificity in order to address questions about the research synopsis, central concepts, or functional processes and relationships, respectively. The framework can be applied to different research fields and has high potential for guiding collaborative research efforts in expectation research.
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Affiliation(s)
- Christian Panitz
- Department of Psychology, University of Marburg, Marburg, Germany.,Department of Psychology, University of Leipzig, Leipzig, Germany.,Center for the Study of Emotion and Attention, University of Florida, Gainesville, FL, United States
| | - Dominik Endres
- Department of Psychology, University of Marburg, Marburg, Germany
| | - Merle Buchholz
- Department of Psychology, University of Marburg, Marburg, Germany
| | - Zahra Khosrowtaj
- Department of Psychology, University of Marburg, Marburg, Germany
| | - Matthias F J Sperl
- Department of Psychology, University of Marburg, Marburg, Germany.,Department of Psychology, University of Giessen, Giessen, Germany
| | - Erik M Mueller
- Department of Psychology, University of Marburg, Marburg, Germany
| | - Anna Schubö
- Department of Psychology, University of Marburg, Marburg, Germany
| | | | | | - Martin Pinquart
- Department of Psychology, University of Marburg, Marburg, Germany
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Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis. SUSTAINABILITY 2021. [DOI: 10.3390/su13052558] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment due to ADHD symptoms but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS (R2intention to use effective CMS = 0.47, p < 0.01 and R2intention to use ineffective CMS = 0.39, p < 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS.
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