Teachers’ knowledge of ADHDrelevance of training and individual perceptions

  1. Marian Soroa 1
  2. Arantxa Gorostiaga 12
  3. Nekane Balluerka 12
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Instituto de Investigación Sanitaria Biogipuzkoa
    info

    Instituto de Investigación Sanitaria Biogipuzkoa

    San Sebastián, España

    ROR 01a2wsa50

Zeitschrift:
Revista de psicodidáctica

ISSN: 1136-1034

Datum der Publikation: 2016

Ausgabe: 21

Nummer: 2

Seiten: 205-226

Art: Artikel

DOI: 10.1387/REVPSICODIDACT.14023 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Revista de psicodidáctica

Objetivos de desarrollo sostenible

Zusammenfassung

The present study analyzes teachers’ knowledge of ADHD and its relationship with different training and self-perceptive variables. The sample included 1278 teachers from 108 schools. Teachers' knowledge of ADHD ranged from low to moderate. In addition, it was observed that their knowledge of ADHD was related to variables such as having received formal, non-formal, and informal training in ADHD, as well as to their self-perceived knowledge of ADHD and self-perceived efficacy to teach children with ADHD. The results suggest that teachers' knowledge of ADHD should be increased. Improvement in the quality and quantity of the training they receive from different sources could have an impact both on their real knowledge and on their perceived knowledge and, consequently, on their perception of self-efficacy as teachers of children with ADHD.

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