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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-234448
DOI: 10.25656/01:23444; 10.26529/cepsj.746
URN: urn:nbn:de:0111-pedocs-234448
DOI: 10.25656/01:23444; 10.26529/cepsj.746
Original Title |
Teachers’ self-efficacy based on symptoms of attention deficit hyperactivity disorder in primary school pupils |
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Parallel title | Samoučinkovitost učiteljev pri obravnavi učencev s simptomi motnje pozornosti s hiperaktivnostjo |
Authors | Vlah, Natasa; Velki, Tena; Kovacic, Emina |
Source | CEPS Journal 11 (2021) 3, S. 141-161 |
Document | full text (320 KB) |
License of the document | In copyright |
Keywords (German) | Grundschule; Lehrer; Selbstwirksamkeit; Schüler; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Selbstkompetenz; Selbsteinschätzung; Symptom; Verhaltensauffälligkeit; Früherkennung; Empirische Untersuchung; Kroatien |
sub-discipline | Curriculum and Teaching / School Pedagogy Special Education |
Document type | Article (journal) |
ISSN | 2232-2647; 22322647 |
Language | English |
Year of creation | 2021 |
review status | Peer-Reviewed |
Abstract (English): | 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.) |
other articles of this journal | CEPS Journal Jahr: 2021 |
Statistics | Number of document requests |
Checksums | checksum comparison as proof of integrity |
Date of publication | 14.10.2021 |
Citation | Vlah, Natasa; Velki, Tena; Kovacic, Emina: Teachers’ self-efficacy based on symptoms of attention deficit hyperactivity disorder in primary school pupils - In: CEPS Journal 11 (2021) 3, S. 141-161 - URN: urn:nbn:de:0111-pedocs-234448 - DOI: 10.25656/01:23444; 10.26529/cepsj.746 |