Psychological Attributes in Teachers: Pre-service Teachers’ Empathy and ADHD Stigma Perceptions
Date
2019-01-22
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Abstract
The current study investigated the relationship between pre-service teachers’ levels of empathy and their perceptions of the stigma individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) experience. Thirty-three pre-service teachers from a post-secondary urban institution in Western Canada completed online self-report measures. Results indicated pre-service teachers endorse empathy levels in the above-average range. Furthermore, prospective teachers in this sample believe individuals with ADHD encounter a moderate degree of stigma. Additionally, there was a weak, positive correlation found between pre-service teachers’ empathy levels and their awareness of the stigmatizing attitudes the public has of individuals with ADHD. However, no significant association was found between prospective teachers’ empathy levels and their overall awareness of the stigma individuals with ADHD may encounter. These findings have implications for teacher-training programs, as well as future research examining psychological attributes in teachers.
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Keywords
ADHD, Stigma, empathy
Citation
Ary, A. D. (2019). Psychological attributes in teachers: Pre-service teachers’ empathy and ADHD stigma perceptions (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.