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  • Ambivalent attitudes about teaching children with attention deficit/hyperactivity disorder (ADHD)

    Author(s)
    Anderson, Donnah L
    Watt, Sue E
    Shanley, Dianne C
    Griffith University Author(s)
    Shanley, Dianne
    Year published
    2017
    Metadata
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    Abstract
    Drawing on attitude theories from social psychology, we conducted a survey of Australian pre-service (n = 327) and in-service (n = 127) teachers’ attitudes about teaching children with attention-deficit/hyperactivity disorder (ADHD). This paper reports a content analysis of beliefs, affect and behaviours towards teaching children with ADHD and quantitative analyses pertaining to attitudinal ambivalence – that is, where a teacher may simultaneously report negative and positive evaluations of teaching children with ADHD. While on average, overall or global attitudes were mildly positive for both cohorts, considerable ambivalence ...
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    Drawing on attitude theories from social psychology, we conducted a survey of Australian pre-service (n = 327) and in-service (n = 127) teachers’ attitudes about teaching children with attention-deficit/hyperactivity disorder (ADHD). This paper reports a content analysis of beliefs, affect and behaviours towards teaching children with ADHD and quantitative analyses pertaining to attitudinal ambivalence – that is, where a teacher may simultaneously report negative and positive evaluations of teaching children with ADHD. While on average, overall or global attitudes were mildly positive for both cohorts, considerable ambivalence about teaching children with ADHD was commonly experienced. Participants reported ambivalent beliefs, affect and behaviours, as well as ambivalence between these attitude components. Paradoxically, participants who knew more about ADHD and held stronger positive global attitudes about teaching children with ADHD reported less ambivalent behaviours towards these children, but reported more ambivalent beliefs. The implications for teachers’ professional development and training are discussed.
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    Journal Title
    Emotional and Behavioural Difficulties
    DOI
    https://doi.org/10.1080/13632752.2017.1298242
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Specialist Studies in Education not elsewhere classified
    Specialist Studies in Education
    Social Work
    Cognitive Sciences
    Publication URI
    http://hdl.handle.net/10072/344374
    Collection
    • Journal articles

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