Does students’ ADHD diagnosis affect teachers’ school-track decisions? An experimental study

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-02-08 DOI:10.1007/s10212-024-00795-9

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Abstract

With a sample of N = 46 in-service and pre-service teachers, we examined whether the labeling of primary-school students as having ADHD would affect teachers’ recommendations for a school track in secondary school. Student vignettes were used to mimic real students. Student gender, their GPA—suggested by their last school report in primary school, their school-related behavior, and whether they were labeled as having ADHD or not were orthogonally varied. Students were more likely to be recommended for the highest track when their GPA indicated higher achievements and when their behavior was appropriate. Moreover, evidence was found that teachers applied gender stereotypes when making school-placement recommendations. When the students were high-achieving boys, their behavior mattered to a lower degree than when the students were high-achieving girls. However, the labeling of students as having ADHD did not affect teachers’ decisions. Hence, the participants of this study were not prone to stereotyping students according to their label. Implications of the results were discussed.

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学生的多动症诊断会影响教师的升学决定吗？一项实验研究

摘要我们以 N = 46 名在职和职前教师为样本，研究了将小学生贴上多动症标签是否会影响教师对中学学制的建议。我们用学生的小故事来模拟真实的学生。学生的性别、小学最后一份成绩单显示的平均学分绩点（GPA）、与学校相关的行为，以及是否被贴上多动症标签等因素正交变化。如果学生的平均学业成绩（GPA）表明他们取得了较高的成就，而且他们的行为举止得体，那么他们就更有可能被推荐进入最高级别的学习班。此外，有证据表明，教师在推荐学生升学时，会运用性别刻板印象。当学生是成绩优秀的男生时，他们的行为比成绩优秀的女生更重要。然而，给学生贴上 "多动症 "标签并不影响教师的决定。因此，本研究的参与者并不容易根据学生的标签对他们产生刻板印象。讨论了研究结果的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.