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

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  • 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)

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.

Suggested Citation

  • Anna Enrica Strelow & Martina Dort & Malte Schwinger & Hanna Christiansen, 2021. "Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis," Sustainability, MDPI, vol. 13(5), pages 1-20, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2558-:d:506796
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    References listed on IDEAS

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    1. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    2. Geraldina F Gaastra & Yvonne Groen & Lara Tucha & Oliver Tucha, 2016. "The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review," PLOS ONE, Public Library of Science, vol. 11(2), pages 1-19, February.
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    Cited by:

    1. Gheorghița Nistor & Cristian-Laurențiu Dumitru, 2021. "Preventing School Exclusion of Students with Autism Spectrum Disorder (ASD) through Reducing Discrimination: Sustainable Integration through Contact-Based Education Sessions," Sustainability, MDPI, vol. 13(13), pages 1-17, June.
    2. Sonia Jarque Fernández & Laura Amado Luz & Marta Oporto Alonso & Marina Fernández-Andújar, 2021. "Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy," Mathematics, MDPI, vol. 9(12), pages 1-11, June.
    3. Anna Szép & Slava Dantchev & Martina Zemp & Malte Schwinger & Mira-Lynn Chavanon & Hanna Christiansen, 2021. "Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives," Sustainability, MDPI, vol. 13(22), pages 1-17, November.

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