Joint effects of offset effort beliefs and biomedical causal attributions on pre-service teachers’ stigma of children with ADHD-related symptoms
Author:
Publisher
Springer Science and Business Media LLC
Subject
Sociology and Political Science,Developmental and Educational Psychology,Social Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s11218-023-09823-w.pdf
Reference101 articles.
1. Atkinson, I., Robinson, J. A., & Shute, R. (1997). Between a rock and a hard place: An Australian perspective on education of children with ADHD. Educational and Child Psychology, 14(1), 21–30.
2. Alvidrez, J., & Weinstein, R. S. (1999). Early teacher perceptions and later student academic achievement. Journal of Educational Psychology, 91(4), 731–746. https://doi.org/10.1037/0022-0663.91.4.731
3. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (DSM-IV). American Psychiatric Association.
4. Bastian, B., & Haslam, N. (2006). Psychological essentialism and serotype endorsement. Journal of Experimental Social Psychology, 42(2), 228–235. https://doi.org/10.1016/j.jesp.2005.03.003
5. Bastian, B., & Haslam, N. (2007). Psychological essentialism and attention allocation: Preferences for stereotype-consistent versus stereotype-inconsistent information. Journal of Social Psychology, 147(5), 531–541. https://doi.org/10.3200/SOCP.147.5.531-542
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