How Greek teachers perceive school functioning of pupils with ADHD
Authors: Papaeliou, Christina 
Maniadaki, Katerina 
Kakouros, Efthymios 
Issue Date: 1-Mar-2004
Journal: Emotional and Behavioural Difficulties 
Volume: 9
Issue: 1
Keywords: ADHD behaviours, Greece, Teacher attitudes
Abstract: 
In 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.
ISSN: 13632752
DOI: 10.1177/1363275204041962
URI: https://uniwacris.uniwa.gr/handle/3000/1572
Type: Article
Department: Department of Early Childhood Education and Care 
School: School of Administrative, Economics and Social Sciences 
Affiliation: University of West Attica (UNIWA) 
Appears in Collections:Articles / Άρθρα

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