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Pre-Service Teachers’ Causal Attributions about FASD and Their Teaching Self-Efficacy Open Access


Other title
Teacher Self-Efficacy
Fetal Alcohol Spectrum Disorder
Educational Psychology
Attribution Theory
Type of item
Degree grantor
University of Alberta
Author or creator
Atkinson, Erin M.
Supervisor and department
Daniels, Lia (Educational Psychology)
Examining committee member and department
Shanahan, Marie-Claire (Elementary Education)
Daniels, Lia (Educational Psychology)
Pei, Jacqueline (Educational Psychology)
Department of Educational Psychology
Psychological Studies in Education (Professional Stream) - School Psychology
Date accepted
Graduation date
Master of Education
Degree level
Children with Fetal Alcohol Spectrum Disorders (FASD) often display complex problem behaviours in the classroom. The purpose of this study was to examine how pre-service teachers’ attributions about the problems associated with FASD relate to their self-efficacy for working with affected children. Data were collected in the fall of 2009 and 2011 from 157 pre-service teachers studying at a Western Canadian University. Data were analyzed using multiple regression analyses to determine the extent to which four predictor variables (locus of causality, stability, personal control, and external control) predicted self-efficacy. Results revealed that stability and external controllability were significant predictors of teachers’ self-efficacy in working with children with FASDs. The extent to which a teacher expects to implement interventions for these children in the classroom also predicted self-efficacy. Results are discussed in relation to the development of an attributional retraining program to correct misattributions about FASD and foster teacher self-efficacy.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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