Unit:
Κατεύθυνση Εφαρμογές της Ψυχολογίας στη σχολική κοινότηταLibrary of the School of Philosophy
Author:
Vasiliadi Paraskevi
Supervisors info:
Διαμάντω Φιλιππάτου, Αναπληρώτρια Καθηγήτρια Μαθησιακών Δυσκολιών στο Τμήμα Ψυχολογίας της Φιλοσοφικής Σχολής του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών (Επόπτρια)
Αικατερίνη Λαμπροπούλου, Επίκουρη Καθηγήτρια Εφαρμοσμένης Σχολικής Ψυχολογίας στο Τμήμα Ψυχολογίας της Φιλοσοφικής Σχολής του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια Εκπαιδευτικής Ψυχολογίας στο Τμήμα Ψυχολογίας της Φιλοσοφικής Σχολής του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Original Title:
Διαταραχή Ελλειμματικής Προσοχής/Υπερκινητικότητα: Γνώσεις, αντιλήψεις αυτοαποτελεσματικότητας και στρατηγικές διαχείρισης στην τάξη εκπαιδευτικών Δευτεροβάθμιας Εκπαίδευσης
Translated title:
Attention Deficit/Hyperactivity Disorder: Knowledge, Self-Efficacy Perceptions, and Management Strategies in a Secondary Education Classroom
Summary:
The present study investigates the knowledge of Greek Secondary Education teachers about ADHD, their perceptions of their self-efficacy as well as the strategies they use in the classroom when they have students with ADHD . For this purpose, the quantitative research was chosen, in which a total of 79 Secondary Education teachers participated. Teachers answered three self-report questionnaires, the ADHD Knowledge Questionnaire (ADHD-KQ), the Teachers' Sense of Efficacy Scale (TSES), and the Classroom Management Strategies Questionnaire (CMSQ). The results of the research showed that the teachers' knowledge is more in terms of the clinical picture and symptoms of the disorder, while they are considered less adequate in terms of interventions and cognitive deficits and even less in terms of the etiology of ADHD. Regarding their perceptions of their self-efficacy, teachers believe that they are more effective in involving students in the educational process and less in using instructional strategies and managing the classroom. Regarding management strategies, it seems that they use more often strategies related to the management of student behavior. Furthermore, the outcome of the correlation and analysis of the three variables in relation to specific sociodemographic characteristics of the sample was examined. As emerged, age and work experience are negatively associated with the variables, while education in ADHD shows a positive correlation. However, gender and experience with students diagnosed with ADHD were not found to have an impact on the research variables. The findings are discussed in relation to the existing literature, with which, for the most part, they appear to be in agreement.
Key words: ADHD, teacher knowledge, self-efficacy perceptions, management strategies
Main subject category:
Education - Sport science
Keywords:
ADHD, teacher knowledge, self-efficacy perceptions, management strategies
Number of references:
122
