DC FieldValueLanguage
dc.contributor.authorPapaeliou, Christina-
dc.contributor.authorManiadaki, Katerina-
dc.contributor.authorKakouros, Efthymios-
dc.date.accessioned2024-03-24T23:10:50Z-
dc.date.available2024-03-24T23:10:50Z-
dc.date.issued2004-03-01-
dc.identifierscopus-1842866314-
dc.identifier.issn13632752-
dc.identifier.other1842866314-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1572-
dc.description.abstractIn this study Greek teachers assessed school functioning in 26 pupils with the possibility of attention deficit hyperactivity disorder (ADHD) subtypes, i.e. combined (C) type, inattentive (IA) type and hyperactive-impulsive (HI) type, and 26 controls. Results showed that C and IA pupils were evaluated as impaired in all areas of academic and social functioning. On the other hand, HI pupils, while rated as displaying adaptability problems as well as poor academic performance, were not perceived as exhibiting low motivation for learning or low self-esteem. Further analysis demonstrated that inattentiveness and impulsivity had the strongest effect on academic functioning. Unlike hyperactivity, these behaviours are negatively valued by Greek society and the Greek school environment. The findings support the idea that attitudes towards pupils with ADHD are highly determined by the cultural evaluation of the predominating ADHD symptom. Additionally, they suggest a more active role for teachers in intervention in with ADHD pupils.en_US
dc.language.isoenen_US
dc.relation.ispartofEmotional and Behavioural Difficultiesen_US
dc.subjectADHD behavioursen_US
dc.subjectGreeceen_US
dc.subjectTeacher attitudesen_US
dc.titleHow Greek teachers perceive school functioning of pupils with ADHDen_US
dc.typeArticleen_US
dc.identifier.doi10.1177/1363275204041962en_US
dc.identifier.scopus2-s2.0-1842866314-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume9en_US
dc.relation.issue1en_US
dc.identifier.spage41en_US
dc.identifier.epage53en_US
dc.linkhttps://www.researchgate.net/publication/233269089_How_Greek_teachers_perceive_school_functioning_of_pupils_with_ADHDen_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-1789-8852-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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