dc.contributor.author | Κάκουρος, Ευθύμιος | el |
dc.contributor.author | Μανιαδάκη, Κατερίνα | el |
dc.contributor.author | Παπαηλιού, Χριστίνα | el |
dc.date.accessioned | 2015-04-19T17:49:19Z | |
dc.date.available | 2015-04-19T17:49:19Z | |
dc.date.issued | 2015-04-19 | |
dc.identifier.uri | http://hdl.handle.net/11400/8574 | |
dc.rights | Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ηνωμένες Πολιτείες | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
dc.source | http://www.tandfonline.com | en |
dc.source | http://www.tandfonline.com/doi/abs/10.1177/1363275204041962#.VTPpqpPzyQk | en |
dc.subject | Διαταραχή ελλειμματικής προσοχής - υπερκινητικότητα | |
dc.subject | Ελλάδα | |
dc.subject | Παιδική ψυχοπαθολογία | |
dc.subject | Attention-deficit hyperactivity disorder | |
dc.subject | Greece | |
dc.subject | Child psychopathology | |
dc.title | How Greek teachers perceive school functioning of pupils with ADHD | en |
heal.type | journalArticle | |
heal.classification | Education | |
heal.classification | Behavior disorders in children | |
heal.classification | Εκπαίδευση | |
heal.classification | Διαταραχές συμπεριφοράς των παιδιών | |
heal.classificationURI | http://id.loc.gov/authorities/subjects/sh85040989 | |
heal.classificationURI | http://id.loc.gov/authorities/subjects/sh86005717 | |
heal.classificationURI | **N/A**-Εκπαίδευση | |
heal.classificationURI | **N/A**-Διαταραχές συμπεριφοράς των παιδιών | |
heal.keywordURI | http://id.loc.gov/authorities/subjects/sh85063661 | |
heal.keywordURI | http://id.loc.gov/authorities/subjects/sh85023384 | |
heal.identifier.secondary | 10.1177/1363275204041962 | |
heal.language | en | |
heal.access | campus | |
heal.publicationDate | 2006-11-20 | |
heal.bibliographicCitation | Kakouros, E., Maniadaki, K. & Papaeliou, Ch. (2004). How Greek teachers perceive school functioning of pupils with ADHD. "Emotional and Behavioural Difficulties", 9 (1), p.41-53 | en |
heal.abstract | In this study Greek teachers assessed school functioning in 26 pupils with the possibility of attention deficit hyperactivity disorder (ADHD) subtypes, i.e. combined (C) type, inattentive (IA) type and hyperactive-impulsive (HI) type, and 26 controls. Results showed that C and IA pupils were evaluated as impaired in all areas of academic and social functioning. On the other hand, HI pupils, while rated as displaying adaptability problems as well as poor academic performance, were not perceived as exhibiting low motivation for learning or low self-esteem. Further analysis demonstrated that inattentiveness and impulsivity had the strongest effect on academic functioning. Unlike hyperactivity, these behaviours are negatively valued by Greek society and the Greek school environment. The findings support the idea that attitudes towards pupils with ADHD are highly determined by the cultural evaluation of the predominating ADHD symptom. Additionally, they suggest a more active role for teachers in intervention in with ADHD pupils. | en |
heal.publisher | Taylor & Francis | en |
heal.journalName | Emotional and Behavioural Difficulties | en |
heal.journalType | peer-reviewed | |
heal.fullTextAvailability | false |
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