Pre-service teachers' self-efficacy belief on classroom inclusion of students with attention deficit/ hyperactivity disorder (ADHD): The roles of students’ gender and diagnostic label

Ka Wai LEE

Research output: Other contributionHonours Projects

Abstract

This study surveyed pre-service teachers in Hong Kong to investigate their self-efficacy belief in teaching students with attention deficit/ hyperactivity disorder (ADHD) symptoms in an inclusive classroom. One of the four vignettes was randomly presented to the participating pre-service teachers, with gender and ADHD diagnostic label of the vignette characters as the manipulation. After reading the vignette, participants gave responses to questions relating to their self-efficacy belief in teaching the students from the vignette and questions relating to their knowledge of ADHD. Data were collected from 228 pre-service teachers in Hong Kong through online survey. Results illustrated that pre-service teachers' self-efficacy belief in teaching the vignette characters in inclusive classroom was not correlated to the gender and the ADHD diagnostic label of the vignette characters. The ADHD knowledge of pre-service teachers did not predict the self-efficacy belief of pre-service teachers in teaching the vignette character.
Original languageEnglish
Publication statusPublished - 2017

Keywords

  • Pre-service teachers
  • Self-efficacy belief
  • Gender bias/ stereotype
  • Diagnostic label
  • Knowledge
  • Attention Deficit/ Hyperactivity Disorder (ADHD)
  • Honours Project (HP)
  • Bachelor of Education (Honours) (English Language) - Secondary (Five-year Full-time)
  • Programme code: A5B059
  • Course code: SED4042

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