A multi-dimensional model of the origins of attitude certainty: teachers' attitudes toward attention-deficit/hyperactivity disorder

Title
A multi-dimensional model of the origins of attitude certainty: teachers' attitudes toward attention-deficit/hyperactivity disorder
Publication Date
2014
Author(s)
Anderson, Donnah
Watt, Susan E
( author )
OrcID: https://orcid.org/0000-0001-7938-7444
Email: swatt3@une.edu.au
UNE Id une-id:swatt3
Shanley, Dianne
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Springer Netherlands
Place of publication
Netherlands
DOI
10.1007/s11218-013-9235-5
UNE publication id
une:16215
Abstract
This research tested and extended a laboratory-derived model of the origins of attitude certainty using a real attitude object: Teaching children with attention-deficit/hyperactivity disorder (ADHD). In Study 1, an experiment manipulated the amount of information, thought, and consistency of information delivered to preservice teachers ('n' = 224) with no prior experience with ADHD. Structural equation modelling (SEM) of Study 1 did not support the original model, in which relationships between attitude certainty and objective knowledge, thought, and consistency were mediated by perceived knowledge, thought, and ambivalence. Instead, objective amount of information, thought, and consistency interacted in their effect on attitude certainty. Study 2 ('n' = 368) used a survey to test whether experiences with ADHD (personal, direct and indirect) among in-service and pre-service teachers were antecedents of attitude certainty, and to test perceived accessibility as a mediator. SEM supported both these hypotheses. Perceived accessibility and perceived knowledge mediated the relationship between attitude certainty and prior experiences with ADHD, and between attitude certainty and objective knowledge. Together, the results suggest that psychological processes underlying strong attitude certainty differ according to the familiarity and personal relevance of the attitude object, and the context and stage of attitude formation. The results have practical utility for teacher training at pre-service and in-service levels.
Link
Citation
Social Psychology of Education, 17(1), p. 19-50
ISSN
1573-1928
1381-2890
Start page
19
End page
50

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