Predictors of Teachers' Attitudes toward Teaching Students with Attention-Deficit/Hyperactivity Disorder in General Physical Education

Autor/inn/en	Li, Chunxiao; Haegele, Justin A.; Au, Ho Lun; Kam, Kevin Wai Keung
Titel	Predictors of Teachers' Attitudes toward Teaching Students with Attention-Deficit/Hyperactivity Disorder in General Physical Education
Quelle	In: Journal of Teaching in Physical Education, 41 (2022) 4, S.633-639 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Chunxiao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education; Physical Education Teachers; Teacher Attitudes; Attention Deficit Hyperactivity Disorder; Foreign Countries; General Education; Regular and Special Education Relationship; Self Esteem; Metacognition; Elementary Secondary Education; Self Concept Measures; Predictor Variables; Attitudes toward Disabilities; Hong Kong; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Ausland; Allgemein bildendes Schulwesen; Allgemeinbildung; Self-esteem; Selbstaufmerksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Prädiktor; Hongkong
Abstract	Purpose: This research was undertaken to examine predictors of physical education (PE) teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers' attitudes. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01