Preservice teachers' self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students' gender

Ka Wai LEE, Yuen Man Rebecca CHEUNG, Ming CHEN

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

The present study investigated preservice teachers' self‐efficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character's gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self‐efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character's gender and label on teachers' self‐efficacy. Specifically, teachers perceived greater self‐efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers' self‐efficacy toward inclusive classroom management. Copyright © 2019 Wiley Periodicals, Inc.
Original languageEnglish
Pages (from-to)595-607
JournalPsychology in the Schools
Volume56
Issue number4
Early online dateJan 2019
DOIs
Publication statusPublished - Apr 2019

Citation

Lee, K. W., Cheung, R. Y. M., & Chen, M. (2019). Preservice teachers' self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students' gender. Psychology in the Schools, 56(4), 595-607. doi: 10.1002/pits.22221

Keywords

  • Attention deficit/hyperactivity disorder (ADHD)
  • Classroom management
  • Diagnostic label
  • Gender
  • Preservice teachers
  • Self‐efficacy

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