Primary school teachers’ knowledge and misperceptions of attention deficit hyperactivity disorder (ADHD)

Perold, Mariechen; Louw, Charmaine; Kleynhans, Sandra

doi:10.15700/saje.v30n3a364

Cited by 73 publications

(111 citation statements)

References 45 publications

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“…However, unlike the findings from previous studies (Blume-D'Ausilio, 2005;Perold, Louw, & Kleynhans, 2010), no significant relation was found between teachers' knowledge about ADHD and their PTE in both countries. This could mean that when teachers have more theoretical information about ADHD, but are not able to transfer their knowledge into the practical setting of a classroom, it could even reduce their level of PTE (Blume-D'Ausilio, 2005;Sciutto et al, 2000).…”

Section: Discussioncontrasting

confidence: 99%

Teachers’ knowledge, perceived teaching efficacy, and attitudes regarding students with ADHD: a cross-cultural comparison of teachers in South Korea and Germany

Lee¹,

Witruk²

2016

Health Psychology Report

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Background The purpose of this study was to investigate cross-cultural similarities and differences between Korean and German teachers in terms of knowledge, perceived teaching efficacy (PTE), and attitudes regarding students with attention deficit hyperactivity disorder (ADHD), as well as to evaluate how teachers’ experiences influence their attitudes through knowledge and perceived teaching efficacy, based on three components of attitudes within a culture as well as across cultures. Participants and procedure Participants were teachers from Korea (n = 639) and Germany (n = 317). Through disproportional stratified sampling, matched samples of 264 Korean and 264 German teachers were obtained. The Kos questionnaire was slightly modified for the two countries due to different cultural backgrounds, by conducting translation/back-translation, item review, and a pilot study. The survey instrument was distributed from September 2012 to December 2013. SPSS 22.0 and AMOS 22.0 were used to analyze the data. Results Korean teachers showed higher knowledge than German teachers. German teachers were found to have a greater PTE as well as more favorable attitudes compared to Korean teachers. Both Korean and German teachers’ experience led to their attitudes through knowledge and PTE. Also, the ways in which these variables have an influence on teachers’ attitudes differ between Korea and Germany. Conclusions This investigation proved the cross-cultural differences of all research variables (experience, knowledge, PTE, attitudes) as well as the research model (knowledge and PTE as mediators) based on attitude theory. This study can be a preliminary resource to develop an ADHD management manual based on theoretical and cultural perspectives in both countries, so that both Korean and German teachers can be prepared for students with ADHD in their daily classroom practice.

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Section: Discussioncontrasting

confidence: 99%

Teachers’ knowledge, perceived teaching efficacy, and attitudes regarding students with ADHD: a cross-cultural comparison of teachers in South Korea and Germany

Lee¹,

Witruk²

2016

Health Psychology Report

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“…Thus, in terms of our external validity results, it is worth highlighting that the variables most strongly correlated with teachers" knowledge of ADHD are those related to their specific ADHD training and having had direct contact with children diagnosed with ADHD. These results are in line with those of several studies that have analysed teachers" knowledge of ADHD, and which show that ADHD knowledge is related to prior contact with children with ADHD (Jarque et al, 2007;Kos et al, 2004;Perold, Louw, & Kleymhans, 2010;Sciutto et al, 2000) and with previous training on ADHD (Jerome et al, 1994;Perold et al, 2010;Kos et al, 2004;Stacey, 2003;Vereb & DiPerna, 2004;West et al, 2005).…”

Section: Discussionsupporting

confidence: 90%

Development and Validation of a Questionnaire (the IRA-AGHN) to Assess Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder [Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del TDAH]

2014

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Título: Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del Trastorno por Déficit de Atención con Hiperactividad Resumen: El objetivo del presente estudio consistió en desarrollar un cuestionario para evaluar el nivel de conocimiento que los docentes de educación infantil y primaria presentan con respecto al Trastorno por Déficit de Atención con Hiperactividad, el IRA-AGHN. Las propiedades psicomé-tricas del instrumento fueron examinadas en una muestra de 752 maestros cuyo rango de edad oscilaba entre 20 y 64 años (M = 41.57; DT = 9.69). Los maestros pertenecían a 84 centros escolares de la Comunidad Autó-noma del País Vasco y Navarra, los cuales fueron seleccionados de forma aleatoria. Se examinaron la validez factorial, la consistencia interna, la estabilidad temporal, la validez convergente y la validez externa del instrumento. Los resultados sugieren que el IRA-AGHN es un instrumento válido y fiable para evaluar el nivel de conocimiento de los docentes con respecto al TDAH. Palabras clave: validez; fiabilidad; maestros; conocimiento sobre el TDAH. Abstract:The purpose of this study was to develop a questionnaire, called IRA-AGHN, to assess infant and primary school teachers" knowledge of Attention Deficit Hyperactivity Disorder. The psychometric properties of this questionnaire were examined in a sample of 752 teachers aged between 20 and 64 years (M = 41.57; SD = 9.69). These teachers were employed at 84 randomly selected schools in the Autonomous Community of the Basque Country and Navarre. The factor validity, internal consistency, temporal stability, convergent validity and external validity of the instrument were all analysed. The results suggest that the IRA-AGHN is a valid and reliable measure for assessing teachers" knowledge of ADHD.

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“…In the studies carried out to assess teachers' knowledge of ADHD, two of the variables that have presented more intense relationships with this construct are Teachers' self-perceived knowledge of ADHD (Anderson et al, 2012;Kos et al, 2004;Soroa, Balluerka, & Gorostiaga, 2014a, 2014b and their Perceived capacity to teach or perceived self-efficacy to be a teacher of children with ADHD (Alkahtani, 2013;Jarque et al, 2007;Perold et al, 2010;Sciutto et al, 2000;Soroa et al, 2014aSoroa et al, , 2014b. Both variables refer to the teachers' individual perceptions of the topic, which may or may not correspond to reality.…”

Section: Revista Dementioning

confidence: 99%

“…Studies carried out by various authors have shown that, in general, teachers have more knowledge about the symptoms or the main characteristics of ADHD (Anderson, Watt, Noble, & Shanley, 2012;Jarque et al, 2007;Perold, Louw, & Kleymhans, 2010;Sciutto et al, 2000;Stacey, 2003), than about treatment and the nature, causes and impact of ADHD (Jarque et al, 2007;Perold et al, 2010;Sciutto et al, 2000;Stacey, 2003). However, some investigations note that teachers present greater knowledge of the dimension focusing on the causes of ADHD, followed by the main characteristics and treatment of ADHD (West, Taylor, Houghton, & Hudyma, 2005).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Knowledge of ADHD: Relevance of Training and Individual Perceptions // Conocimiento de los maestros sobre el TDAH: Relevancia de la formación y de las percepciones individuales

2015

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The present study analyzes teachers' knowledge of ADHD and its relationship with different training and self-perceptive variables. The sample included 1278 teachers from 108 schools. Teachers' knowledge of ADHD ranged from low to moderate. In addition, it was observed that their knowledge of ADHD was related to variables such as having received formal, non-formal, and informal training in ADHD, as well as to their self-perceived knowledge of ADHD and self-perceived efficacy to teach children with ADHD. The results suggest that teachers' knowledge of ADHD should be increased. Improvement in the quality and quantity of the training they receive from different sources could have an impact both on their real knowledge and on their perceived knowledge and, consequently, on their perception of self-efficacy as teachers of children with ADHD.Keywords: knowledge of ADHD, ADHD training, teachers, perceived self-efficacy. ResumenEl presente estudio analiza el conocimiento que los maestros presentan sobre el TDAH y su relación con diversas variables formativas y auto-perceptivas. La muestra estuvo compuesta por 1278 docentes de 108 centros escolares. El conocimiento de los maestros sobre el TDAH osciló entre un nivel bajo y moderado. Además, se observó que dicho conocimiento estaba relacionado con variables tales como haber recibido educación formal, no formal e informal en la materia, así como con el conocimiento autopercibido sobre el TDAH y la auto-eficacia percibida para ser docente de niños con TDAH. Los resultados sugieren que es necesario incrementar el conocimiento que los maestros tienen sobre el TDAH. La mejora en la calidad y cantidad de la formación que reciben por distintas vías podría repercutir tanto en su conocimiento real como en el percibido y, en consecuencia, en la percepción de auto-eficacia que presentan para ser docentes de niños con TDAH.Palabras clave: conocimiento sobre el TDAH, formación acerca del TDAH, maestros, auto-eficacia percibida.

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Primary school teachers’ knowledge and misperceptions of attention deficit hyperactivity disorder (ADHD)

Cited by 73 publications

References 45 publications

Teachers’ knowledge, perceived teaching efficacy, and attitudes regarding students with ADHD: a cross-cultural comparison of teachers in South Korea and Germany

Teachers’ knowledge, perceived teaching efficacy, and attitudes regarding students with ADHD: a cross-cultural comparison of teachers in South Korea and Germany

Development and Validation of a Questionnaire (the IRA-AGHN) to Assess Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder [Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del TDAH]

Teachers’ Knowledge of ADHD: Relevance of Training and Individual Perceptions // Conocimiento de los maestros sobre el TDAH: Relevancia de la formación y de las percepciones individuales

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