Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

Anna Enrica Strelow, Martina Dort, Malte Schwinger and Hanna Christiansen
Additional contact information
Anna Enrica Strelow: Clinical Child and Adolescent Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany
Martina Dort: Clinical Child and Adolescent Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany
Malte Schwinger: Educational Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany
Hanna Christiansen: Clinical Child and Adolescent Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany

Sustainability, 2021, vol. 13, issue 5, 1-20

Abstract: Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment due to ADHD symptoms but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS ( R 2 intention to use effective CMS = 0.47, p < 0.01 and R 2 intention to use ineffective CMS = 0.39, p < 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS.

Keywords: ADHD; attitude; classroom; classroom management strategies; expectation; intervention; knowledge; teachers (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
https://www.mdpi.com/2071-1050/13/5/2558/pdf (application/pdf)
https://www.mdpi.com/2071-1050/13/5/2558/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:5:p:2558-:d:506796

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().