Ambivalent bonds, positive and negative emotions, and expectations in teachers' perceptions of relationship with their students with ADHD
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15260%2F22%3A73615860" target="_blank" >RIV/61989592:15260/22:73615860 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/full/10.1080/17482631.2022.2088456" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/17482631.2022.2088456</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/17482631.2022.2088456" target="_blank" >10.1080/17482631.2022.2088456</a>
Alternative languages
Result language
angličtina
Original language name
Ambivalent bonds, positive and negative emotions, and expectations in teachers' perceptions of relationship with their students with ADHD
Original language description
A growing body of research has been focusing recently on the life and well-being of students with attention-deficit/hyperactivity disorder (ADHD) and also on the well-being of their teachers. However, there is a need for in-depth, qualitative insights into ADHD issues from the teachers' perspectives. Therefore, the main aim of this qualitative study was to use thematic analysis to explore how teachers perceive the relationship with students with ADHD and the factors that influence the quality of this relationship. Sixteen teachers working with adolescent ADHD students were interviewed for this purpose. The results indicate that the quality of the teacher-ADHD student relationship is associated with the ADHD students related behaviours, ambivalent emotions of the teacher, the teacher's beliefs about ADHD and the beliefs about the determinants of the behaviour of the students with ADHD and the teacher's approaches and methods of work in the classroom. Furthermore, the results suggest that increasing the quality of the teachers' well-being is associated with knowledge of ADHD determinants, regulation of ambivalent emotions, empathy, teachers' ability to perceive positive qualities and the potentials of the students with ADHD and their motivation to teach ADHD students.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
30304 - Public and environmental health
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
International Journal of Qualitative Studies on Health and Well-being
ISSN
1748-2623
e-ISSN
1748-2631
Volume of the periodical
17
Issue of the periodical within the volume
1
Country of publishing house
GB - UNITED KINGDOM
Number of pages
18
Pages from-to
nestrankovano
UT code for WoS article
000812708500001
EID of the result in the Scopus database
2-s2.0-85132297818