Naslov
Homeroom Teachers' Strategies of Positive and Negative Disciplining of Pupils with Attention Deficit Disorder

Autori
Vlah, Nataša ; Velki, Tena ; Zrilić, Smiljana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
END- International conference on education and new deveploments: Book of abstracts / Carmo, Mafalda - Lisabon : World Institute for Advanced Research and Science, 2020, 38-39

ISBN
978-989-54815-1-4

Skup
International Conference on Education and New Developments (END 2020)

Mjesto i datum
Zagreb, Hrvatska, 27.06.2020. - 29.06.2020

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Attention deficit disorder (ADD) ; homeroom teacher ; classroom management ; disciplining ; primary school pupils

Sažetak
Pupils with the attention deficit disorder are present in almost every class. Positive discipline is interpreted as positive guidance, and effective interventions are used to work with students who have a disorder of attention, which include positive and well- intentioned teacher relationships, small tasks that include praise, verbal, and non-verbal communication aimed at collaboration. Negative disciplining involves a teacher's negative attitude toward the student, criticism, and punishment. The main objective of this research was to determine the predictors of positive and negative disciplining of pupils with the attention disorder regarding the expected contribution of some characteristics of the pupil (gender, school achievement, hyperactivity-impulsivity, antisocial behaviors, emotional problems) and some characteristics of the classroom teacher (gender, years of work experience, length of teaching, self-estimated relationship with the pupil). We analyzed the expected predictors in classroom teaching (first to fourth grade) and subject teaching (fifth to eighth grade). The research covered 131 primary school in 13 counties all over Croatia and the capital of Zagreb. From a baseline sample of students with behavioral problems, a sub-sample of 539 pupils was identified in which the classroom teachers assessed 7-9 symptoms of attention deficit according to DSM V criteria. The majority of teachers were female (N = 484, 89.8%), with an average age of M = 43.65 (SD = 9.82) and an average work experience of M = 18.38 (SD = 10.49). 88.5% of the evaluated pupils were boys and only 11.5% were girls, with an average age of M = 10.54 (SD = 2.07). Somewhat more pupils attended classroom teaching (N = 312, 57.9%) than subject teaching (N = 227, 42.1%). Teachers estimated the pupils' characteristics on DSM V items and the Scale of misbehavior management strategy (positive and negative discipline subscales). Homeroom teachers use more positive discipline in both classroom and subject teaching when pupils with attention deficit show more severe symptoms of antisociality, more emotional problems and have a better relationship with the teacher. Homeroom teachers use more negative discipline in classroom teaching when pupils have more severe antisocial symptoms, and more negative discipline in subject teaching when pupils have more pronounced antisocial symptoms and their teachers have less years of work experience. The implications of the results can be seen in the perspective of enhancing teachers' professional competencies to teach pupils with the attention deficit disorder.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija, Edukacijsko-rehabilitacijske znanosti, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA