Teachers' self-efficacy based on symptoms of attention deficit hyperactivity disorder in primary school pupils.

Autor/inn/en	Vlah, Natasa; Velki, Tena; Kovacic, Emina
Titel	Teachers' self-efficacy based on symptoms of attention deficit hyperactivity disorder in primary school pupils. Paralleltitel: Samoucinkovitost uciteljev pri obravnavi ucencev s simptomi motnje pozornosti s hiperaktivnostjo.
Quelle	In: CEPS journal, 11 (2021) 3, S. 141-161Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:23444 10.26529/cepsj.746
URN	urn:nbn:de:0111-pedocs-234448
Schlagwörter	Empirische Untersuchung; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Selbsteinschätzung; Selbstkompetenz; Selbstwirksamkeit; Früherkennung; Grundschule; Lehrer; Schüler; Verhaltensauffälligkeit; Symptom; Kroatien
Abstract	Both the quality and quantity of teachers' experiences of self-competence in dealing with pupils with symptoms of Attention Deficit Hyperactivity Disorder have been the subject of a great deal of research. The permanent monitoring of the levels at which teachers accomplish such competencies, which have a positive effect on the improvement of teaching, is one of the tasks of educational science. The present paper determines how teachers self-assess their efficacy in teaching pupils with behavioural difficulties based on the pupils' symptoms of attention disorder and hyperactivity. Primary school teachers from 12 counties of the Republic of Croatia participated in the research. The teachers provided data for a total of 1,383 pupils in whom they subjectively detected behavioural difficulties. The research reveals that the characteristics of the pupil best predict the teacher's self-efficacy. More time spent in the classroom with the teacher, better academic achievement, and a lower school grade indicate higher self-efficacy in teachers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1