ERA

Download the full-sized PDF of Examining Practicing Teachers’ Cognitions and Emotions Towards Students with FASD Using Attribution TheoryDownload the full-sized PDF

Analytics

Share

Permanent link (DOI): https://doi.org/10.7939/R3PK07F90

Download

Export to: EndNote  |  Zotero  |  Mendeley

Communities

This file is in the following communities:

Graduate Studies and Research, Faculty of

Collections

This file is in the following collections:

Theses and Dissertations

Examining Practicing Teachers’ Cognitions and Emotions Towards Students with FASD Using Attribution Theory Open Access

Descriptions

Other title
Subject/Keyword
FASD
Attribution Theory
Practicing Teachers
Emotions
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Frohlich, Jona R
Supervisor and department
Daniels, Lia (Educational Psychology)
Examining committee member and department
Daniels, Lia (Educational Psychology)
Leighton, Jacqueline (Educational Psychology)
Pei, Jacqueline (Educational Psychology)
Department
Department of Educational Psychology
Specialization
School and Clinical Child Psychology
Date accepted
2017-07-14T11:05:29Z
Graduation date
2017-11:Fall 2017
Degree
Master of Education
Degree level
Master's
Abstract
The importance of teachers’ emotions has been well-established in educational research, particularly when confronted with challenging student behaviour. Fetal Alcohol Spectrum Disorders (FASD) impact many Canadian children, and these students are likely to experience difficulty in the classroom. However, no research has examined the emotions of teachers specifically towards students with FASD. Therefore, the purpose of this study was to examine the cognitions and emotions of practicing teachers in regards to working with students with FASD. Attribution theory provided the theoretical framework by which to explain teachers’ cognitions and emotions. I employed a cross-sectional survey design among a sample of 200 practicing teachers from a Western Canadian city. I then used a path analysis to examine the direct effects of causal attributions on student responsibility and teachers’ emotions (i.e., anger and hope), and whether responsibility mediated the relationship between attributions and emotions. Overall, the hypothesized model fit the data well. Contrary to the hypotheses, responsibility did not mediate the relationship between attributions and teachers’ emotions. Instead, causal attributions were directly related to both responsibility and emotions (i.e., anger and hope). Implications of these findings are discussed regarding their importance in education for both teachers and students, as well as directions for future research.
Language
English
DOI
doi:10.7939/R3PK07F90
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
Citation for previous publication

File Details

Date Uploaded
Date Modified
2017-07-14T17:05:30.031+00:00
Audit Status
Audits have not yet been run on this file.
Characterization
File format: pdf (PDF/A)
Mime type: application/pdf
File size: 879699
Last modified: 2017:11:08 16:50:16-07:00
Filename: Frohlich_Jona_R_201707_MEd.pdf
Original checksum: 1c9649a597c22ff2b40188d135b98e3c
Activity of users you follow
User Activity Date