实践教师对学习障碍和注意缺陷/多动障碍学生行为的归因

Q4 Social Sciences
Jona R. Frohlich, L. Goegan, L. Daniels
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引用次数: 1

摘要

尽管患有注意力缺陷/多动障碍(ADHD)和学习障碍(LD)的儿童通常需要额外的教育支持,但与以往相比,越来越多的学生在常规教育课堂上接受教学。因此,教师了解这些学生所面临的挑战,以及在教学和支持他们时感到有效是至关重要的。归因理论是一个被广泛应用的解释教师认知的理论框架。我们调查了151名在职教师,要求他们回答与学生行为归因和教学自我效能有关的问题。首先,我们定性地考察了教师对学生所经历的困难的主要原因的看法。我们对回答进行了开放编码,发现了三个主要主题:生物学/遗传学、环境和技能缺陷。这些主题根据学生是否患有ADHD或LD而有所不同。其次,我们定量地检查了教师对学生行为的归因与他们的教学自我效能感之间的关系。对于ADHD学生,可控归因预测教师的自我效能(β = .30, p = .005)。在学习障碍学生中,可控归因和内部归因对教师自我效能感有预测作用(β = .34, p = .001, β = .24, p = .009)。第三,我们同时检查了两种分析的结果,以确定归因理论的趋同和分歧领域。研究结果对教师和学生都有启示意义(例如,旨在培养自我效能感的归因干预),并为未来的研究和教师培训提供方向。关键词:ADHD, LD,执业教师,归因,自我效能感,混合方法:注意力缺失,注意力缺陷,注意力缺失,注意力过度活跃(TDAH),注意力缺失,学习缺失(TA),学习缺失,学习缺失,学习缺失,学习缺失,学习缺失影响,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失,学习缺失。我将试着用批评的方式来评价那些重要的人,而不是用定义的方式来评价那些重要的人,而不是用定义的方式来评价那些重要的人,或者用定义的方式来评价那些重要的人。理论定语不属于理论定语,不属于理论定语,不属于理论定语,也不属于理论定语。Au cours d 'une enquete aupres de 151个执行人员,noous les avons讯问对象的归因亲属的行为,以及leur sentiment d ' efficite personnelle enseement。在国外的学习中,质量、认知、质量和质量是导致困难的首要原因。三个主题的主要内容是:生物学/遗传学、环境和环境规划。这两个主题各不相同,有不同的主题,有不同的主题,有不同的主题,有不同的主题,有不同的主题。实证分析、实证研究、量化研究、人际关系研究、归因研究、人际关系研究、人际关系研究、人际关系研究、人际关系研究、人际关系研究、人际关系研究、人际关系研究、人际关系研究等。良好的人际关系对员工的情绪和工作效率有显著的影响,对员工的情绪和工作效率有显著的影响(β = 0.30, p = 0.005)。人际关系与情绪效能相关(β = .34, p = .001, β = .24, p = .009)。在此基础上,研究了理论定语中趋同点、发散点、趋同点与理论定语的同时性。研究结果表明,在研究过程中,研究人员对研究对象的态度是重要的,对研究对象的态度是重要的,对研究对象的态度是重要的,对研究对象的态度是重要的,对研究对象的态度是重要的,对研究对象的态度是有效的。注意事项:TDAH、TA、执业医师、归因、效力人员、方法混合
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Practicing Teachers’ Attributions for the Behaviour of Students With Learning Disabilities and Attention-Deficit/Hyperactivity Disorder
More students with attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are being taught within the regular education classroom than ever before even though children with these disorders often require additional educational supports. Therefore, it is critical that teachers understand the challenges experienced by these students, as well as feel efficacious when it comes to teaching and supporting them. Attribution theory is a widely used theoretical framework by which to explain teachers’ cognitions. We surveyed 151 practicing teachers and asked them to respond to items related to attributions for students’ behaviour and their teaching self-efficacy. First, we examined teachers’ perceptions of the primary cause of the difficulties experienced by students qualitatively. We open-coded responses and three major themes emerged: biology/genetics, the environment, and skill deficits. These themes differed somewhat depending on whether the student had ADHD or LD. Second, we examined the relationship between teachers’ attributions for student behaviours and their sense of teaching self-efficacy quantitatively. For students with ADHD, controllable attributions predicted teachers’ self-efficacy (β = .30, p = .005). For students with LD, controllable and internal attributions predicted teacher self-efficacy (β = .34, p = .001, β = .24, p = .009, respectively). Third, we examined the results of both analyses simultaneously to determine areas of convergence and divergence with respect to attribution theory. The results have implications for both teachers and students (e.g., attributional interventions designed to foster a sense of self-efficacy), as well as provide directions for future research and teacher training. Keywords: ADHD, LD, practicing teachers, attributions, self-efficacy, mixed-methods Le nombre d’eleves atteints du trouble du deficit de l'attention avec ou sans hyperactivite (TDAH) ou des troubles d’apprentissage (TA) sont integres plus que jamais aux classes ordinaires, meme si les enfants affectes par ce type de difficultes ont souvent besoin d’un soutien educationnel supplementaire. Il est donc critique que les enseignants comprennent les defis que vivent ces eleves et que les enseignants se sentent efficaces dans l’enseignement et l’appui qu’ils leur apportent. La theorie attributive est un cadre theorique dont l’emploi est repandu pour expliquer les cognitions des enseignants. Au cours d’une enquete aupres de 151 enseignants en exercice, nous les avons interroges au sujet des attributions relatives au comportement des eleves et de leur sentiment d’efficacite personnelle en enseignement. Nous avons d’abord etudie, qualitativement, les perceptions des enseignants quant a la premiere cause des difficultes que vivent les eleves. Trois themes majeurs se sont degages des reponses aux questions ouvertes : la biologie/la genetique, l’environnement et des lacunes sur le plan des habiletes. Ces themes variaient quelque peu selon que l’eleve etait atteint du TDAH ou des TA. Deuxiemement, nous avons etudie, quantitativement, le rapport entre les attributions des enseignants relatives au comportement des eleves et leur sentiment d’efficacite personnelle en enseignement. Par rapport aux eleves atteints du TDAH, les attributions controlables etaient predictives du sentiment d’efficacite personnelle chez les enseignants (β = .30, p = .005). Relativement aux eleves atteints des TA, les attributions controlables et internes etaient predictives du sentiment d’efficacite personnelle chez les enseignants (β = .34, p = .001, β = .24, p = .009, respectivement). En troisieme lieu, nous avons etudie les resultats des deux analyses simultanement afin de determiner les points de convergence et de divergence par rapport a la theorie attributive. Les resultats ont des retombees tant pour les enseignants que les eleves (par ex. des interventions attributionnelles concues pour favoriser un sentiment d’efficacite personnelle) et ils proposent de nouvelles orientations en matiere de recherche et formation des enseignants. Mots cles : TDAH, TA, enseignants en exercice, attributions, efficacite personnelle, methodes mixtes
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来源期刊
Alberta Journal of Educational Research
Alberta Journal of Educational Research Social Sciences-Education
CiteScore
0.30
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期刊介绍: The Alberta Journal of Educational Research is a quarterly journal devoted to the dissemination, criticism, interpretation, and encouragement of all forms of systematic inquiry into education and fields related to or associated with education
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