Teachers’ relational competence: perceptions of teachers and students with and without ADHD and ASD

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-10-19 DOI:10.1080/13632752.2023.2255426
Linda Plantin Ewe, Mona Holmqvist, Sven Bölte
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Abstract

This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p = .03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p = .03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.
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教师的关系能力:有ADHD和ASD的教师和学生的感知
本研究考察了教师对患有注意缺陷多动障碍(ADHD)和/或自闭症谱系障碍(ASD)学生的关系能力的专业发展是否会改变教师和学生对师生关系(TSR)的看法。参与者包括来自两所小学的教师(n = 33)和学生(n = 232):一所干预学校(InS)和一所对照学校(CoS)。无论学生群体或性别如何,InS教师都报告了显著的TSR改善(p = .03)。在InS学生中,女性神经多样性(ND)学生和男性神经典型(NT)学生推动了显著的结果(p = .03)。然而,仅在ND女学生中观察到积极影响,而NT男学生在随访测试中报告TSR下降。无论教师或学生的评分如何,CoS都没有发现显著的影响。研究结果表明,提高教师对ND学生关系能力的理解,不仅可以提高教师对自己的TSR认知,还可以提高ND女学生的TSR认知。然而,将教师的注意力集中在一个学生群体(东北地区学生)上可能会减少教师对其他学生群体的关注,这可能解释了东北地区男孩的随访结果较差。这一发现值得进一步调查,因为它表明教师与所有学生建立充分的关系参与是一项挑战。
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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