The impact of educators' sense of self-efficacy on their perceptions of child hyperactive behaviour

dc.contributor.author	Μανιαδάκη, Κατερίνα	el
dc.contributor.author	Κάκουρος, Ευθύμιος	el
dc.date.accessioned	2015-04-24T17:08:16Z
dc.date.issued	2015-04-24
dc.identifier.uri	http://hdl.handle.net/11400/8887
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.arsi.gr	en
dc.source	http://www.ihsrc2012.uqam.ca/?page_id=282	en
dc.subject	Παιδική ψυχοπαθολογία
dc.subject	Εκπαιδευτικοί
dc.subject	Κοινωνική αντίληψη
dc.subject	Child psychopathology
dc.subject	Educators
dc.subject	Social perception
dc.title	The impact of educators' sense of self-efficacy on their perceptions of child hyperactive behaviour	en
heal.type	conferenceItem
heal.classification	Psychology
heal.classification	Attention-deficit hyperactivity disorder
heal.classification	Ψυχολογία
heal.classification	Διαταραχή ελλειμματικής προσοχής - υπερκινητικότητα
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85108459
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85063661
heal.classificationURI	N/A-Ψυχολογία
heal.classificationURI	N/A-Διαταραχή ελλειμματικής προσοχής - υπερκινητικότητα
heal.keywordURI	http://id.loc.gov/authorities/subjects/sh85023384
heal.dateAvailable	10000-01-01
heal.language	en
heal.access	forever
heal.publicationDate	2003-08-13
heal.bibliographicCitation	Maniadaki, K. & Kakouros, E. (2003) The impact of educators' sense of self-efficacy on their perceptions of child hyperactive behaviour. In 22nd International Human Science Research Conference, Book of Abstracts. 13th-16th July 2003. Stockholm, p.37	en
heal.abstract	Prior research has shown that dealing with children with behaviour problems can generate feelings of helplessness and incompetence in teachers (Gray et al., 1996). This study aimed to investigate the relationship between educators' sense of self-efficacy and their perceptions of severity of hyperactive behaviour in boys and girls. Two questionnaires were used, composed by a vignette describing either an imaginary hyperactive boy or girl, followed by ratings of severity of the behaviour presented, the 'Emotional Reactions to Challenging Behaviours Scales' (Mitchell & Hastings, 1998) and the 'Difficult Behaviour Self-Efficacy Scale' (Hastings & Brown, 2002). The sample consisted of 115 Greek prospective nursery teachers. It was found that prospective educators feel significantly less competent to deal with hyperactive boys than girls, even when they present similar behaviour patterns. Their sense of self-efficacy was the best predictor for perceptions of severity of male hyperactive behaviour (β=-.34, p<.01), whereas their feelings of sadness were the best predictor for perceptions of severity of female hyperactive behaviour (β=-.29, p<.05). On the basis of these findings, we discuss the relationship between educators' sense of self-efficacy toward male and female hyperactivity and the meaning assigned to this behaviour. Possible implications for discipline practices and referral to Child Mental Health Services are discussed as well.	en
heal.fullTextAvailability	false
heal.conferenceName	22nd International Human Science Research Conference	en
heal.conferenceItemType	poster