Pre-service teachers' self-efficacy belief on classroom inclusion of students with attention deficit/ hyperactivity disorder (ADHD) : the roles of students' gender and diagnostic label /
Title:
Pre-service teachers' self-efficacy belief on classroom inclusion of students with attention deficit/ hyperactivity disorder (ADHD) : the roles of students' gender and diagnostic label /
Collection:
Student Projects
Publication Information:
2017
Author(s):
Lee, Ka Wai
Format:
Book
Description:
This study surveyed pre-service teachers in Hong Kong to investigate their self-efficacy belief in teaching students with attention deficit/ hyperactivity disorder (ADHD) symptoms in an inclusive classroom. One of the four vignettes was randomly presented to the participating pre-service teachers, with gender and ADHD diagnostic label of the vignette characters as the manipulation. After reading the vignette, participants gave responses to questions relating to their self-efficacy belief in teaching the students from the vignette and questions relating to their knowledge of ADHD. Data were collected from 228 pre-service teachers in Hong Kong through online survey. Results illustrated that pre-service teachers' self-efficacy belief in teaching the vignette characters in inclusive classroom was not correlated to the gender and the ADHD diagnostic label of the vignette characters. The ADHD knowledge of pre-service teachers did not predict the self-efficacy belief of pre-service teachers in teaching the vignette character
Call Number:
LG51.H43 hp BEd(EL) 2017eb Leekw
Permanent URL:
https://educoll.lib.eduhk.hk/records/BqS3sOCE