Practicing Teachers' Attributions for the Behaviour of Students with Learning Disabilities and Attention-Deficit/Hyperactivity Disorder

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19

Student Behavior; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Students with Disabilities; Attribution Theory; Self Efficacy; Teacher Attitudes; Behavior Problems; Foreign Countries; Elementary School Teachers; Secondary School Teachers

10.11575/ajer.v66i3.56950

1923-1857

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 ([beta] = 0.30, p = 0.005). For students with LD, controllable and internal attributions predicted teacher self-efficacy ([beta] = 0.34, p = 0.001, [beta] = 0.24, p = 0.009, 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.

As Provided

2022

EJ1333108