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Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation / Abigail M. A. LOVE in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)
[article]
Titre : Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation Type de document : Texte imprimé et/ou numérique Auteurs : Abigail M. A. LOVE, Auteur ; Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur Article en page(s) : p.47-54 Langues : Anglais (eng) Mots-clés : teacher self-efficacy autism spectrum disorder teacher stress teacher engagement social cognitive theory Index. décimale : PER Périodiques Résumé : Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers (N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy. En ligne : https://doi.org/10.1177/1088357619836767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417
in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.47-54[article] Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation [Texte imprimé et/ou numérique] / Abigail M. A. LOVE, Auteur ; Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur . - p.47-54.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.47-54
Mots-clés : teacher self-efficacy autism spectrum disorder teacher stress teacher engagement social cognitive theory Index. décimale : PER Périodiques Résumé : Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers (N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy. En ligne : https://doi.org/10.1177/1088357619836767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) / Lisa A. RUBLE in Research in Autism Spectrum Disorders, 7-9 (September 2013)
[article]
Titre : Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Michael D. TOLAND, Auteur ; Jessica L. BIRDWHISTELL, Auteur ; John H. MCGREW, Auteur ; Ellen L. USHER, Auteur Article en page(s) : p.1151-1159 Langues : Anglais (eng) Mots-clés : Teacher self-efficacy Autism spectrum disorders Special education Reliability Teacher stress Teacher burnout Index. décimale : PER Périodiques Résumé : Abstract The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers’ responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1151-1159[article] Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Michael D. TOLAND, Auteur ; Jessica L. BIRDWHISTELL, Auteur ; John H. MCGREW, Auteur ; Ellen L. USHER, Auteur . - p.1151-1159.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1151-1159
Mots-clés : Teacher self-efficacy Autism spectrum disorders Special education Reliability Teacher stress Teacher burnout Index. décimale : PER Périodiques Résumé : Abstract The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers’ responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211