Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/15978
Title: A multi-dimensional model of the origins of attitude certainty: teachers' attitudes toward attention-deficit/hyperactivity disorder
Contributor(s): Anderson, Donnah (author); Watt, Susan E  (author)orcid ; Shanley, Dianne (author)
Publication Date: 2014
DOI: 10.1007/s11218-013-9235-5
Handle Link: https://hdl.handle.net/1959.11/15978
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.
Publication Type: Journal Article
Source of Publication: Social Psychology of Education, 17(1), p. 19-50
Publisher: Springer Netherlands
Place of Publication: Netherlands
ISSN: 1573-1928
1381-2890
Fields of Research (FoR) 2008: 139999 Education not elsewhere classified
170113 Social and Community Psychology
Fields of Research (FoR) 2020: 399999 Other education not elsewhere classified
420403 Psychosocial aspects of childbirth and perinatal mental health
Socio-Economic Objective (SEO) 2008: 970117 Expanding Knowledge in Psychology and Cognitive Sciences
930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: 280121 Expanding knowledge in psychology
160303 Teacher and instructor development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

Files in This Item:
2 files
File Description SizeFormat 
Show full item record

SCOPUSTM   
Citations

3
checked on Mar 9, 2024

Page view(s)

1,392
checked on Mar 10, 2024
Google Media

Google ScholarTM

Check

Altmetric


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.