Examining Teachers' Thoughts and Emotions Toward Students With Fetal Alcohol Spectrum Disorder Using Attribution Theory

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-4 - Poster Session 2: Motivational and Affective Processes

Abstract

This study investigated whether Attribution Theory could be used to explain the cognitions and emotions of practicing teachers in regards to working with students with Fetal Alcohol Spectrum Disorders. The study employed a cross-sectional survey design among a sample of 200 practicing teachers from Western Canada. A path analysis was used to determine the fit of the theoretical model to the data set, and to examine the effects of causal attributions on teacher self-efficacy via responsibility and teachers’ emotions (i.e., anger and hope). Results indicated that the attributional model adequately fit the data, and that significant relationships existed among study variables. Implications of these findings are discussed in regards to their importance in education and directions for future research.

Authors

• Jona Rose Frohlich, University of Alberta

• Lia Marie Daniels, University of Alberta

• Lindsey Nadon, University of Alberta