A comparison of teacher attributions for internalizing versus externalizing behaviours in students
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Date
2014-10
Authors
Warner, Aleasha
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
This study examined the effect of child internalizing behaviour (i.e. anxiety and
depression) and child externalizing behaviour (i.e., ADHD-Hyperactive/Impulsive and
ADHD –Inattentive presentations) on teacher attributions for behaviour in a sample of 35
elementary and junior high school teachers. Teachers were asked to read vignettes
describing a hypothetical student exhibiting behaviours consistent with ADHDpredominately
Hyperactive-Impulsive type, ADHD predominately Inattentive type,
anxiety or depression. Teacher responses to the hypothetical student were assessed using
(a) attribution ratings on the dimensions of locus, control, and stability, and (b) ratings of
helping behaviours with respect to referral, accommodations, and perceived
manageability of student behaviour. Results indicated that attributions for internalizing
versus externalizing behaviours did not differ significantly depending on the
classification of the disorder. In addition, teachers with higher levels of mental health
knowledge made attributions associated with the neurobiological nature of the disorders.
Exploratory analyses of teaching style are also discussed. Findings are also used to
identify future directions and address potential implications for school psychologists.
Description
Keywords
Attention deficit hyperactivity disorder , Externalizing behaviour , Internalizing behaviour