First Advisor
Hulac, David
First Committee Member
Vaughan, Angela
Second Committee Member
Anderson, Jacqueline
Degree Name
Doctor of Philosophy
Document Type
Dissertation
Date Created
8-2024
Department
College of Education and Behavioral Sciences, School Psychology, School Psychology Student Work
Abstract
The current study observed the presence of implicit bias toward students with Attention-Deficit/Hyperactivity Disorder (ADHD) in the classroom and the influential role of teacher self-efficacy. Teachers report a lack of readiness to work with students with diverse learning needs. Students with alternative learning needs, such as those with ADHD, report less social competency with adults and peers, and lower self-concept. The purpose of the study is to provide further information about the implicit biases held toward students with ADHD within the classroom and the influential role of teacher self-efficacy. Forty general education teachers were recruited. A paired samples t-test was used to answer the first research question which posited whether general education teachers held more implicit bias toward students with ADHD when compared to neurotypical peers. The second research question evaluated the relationship between teacher explicit and implicit associations toward students with ADHD. Lastly, a linear regression was used to observe whether the presence of teacher self-efficacy impacted implicit biases held by general education teachers toward students with ADHD in the classroom. Results indicated that there was no statistically significant difference between teacher implicit bias toward students with ADHD and neurotypical students, and no statistically significant relationship between explicit and implicit attitudes of teachers. There was a statistically significant relationship found between teacher self-efficacy and implicit biases held, which indicated that teachers with higher self-efficacy had less implicit bias toward students with ADHD. Although the study did not gain the number of participants preferred for this study, the results shed light on the importance of teachers to feel efficacious in their work to have positive associations with students with alternative learning needs
Abstract Format
html
Extent
140 pages
Local Identifiers
Landrieu_unco_0161D_11266.pdf
Rights Statement
Copyright is held by the author.
Recommended Citation
Landrieu, Laurie Claire, "Implicit Bias Toward Students with Attention-Deficit/Hyperactivity Disorder and the Influential Role of Teacher Self-Efficacy" (2024). Dissertations. 1094.
https://digscholarship.unco.edu/dissertations/1094