student relationships?

 Do teachers’ attitudes on stuttering contribute to teacherstudent relationships?
Stefanie Adriaensens, Elke Struyf (promotor)
A supportive teacher–student relationship serves a protective function for students with special needs. An important factor
contributing to teacher-student relationships are teachers’ attitudes towards their students. Unfortunately, teachers often hold
negative attitudes towards students with disabilities, including students who stutter. Because of the increased risk of experiencing
emotional difficulties, it is important to explore the teacher-student relationship with students who stutter. To study the influence of
teacher’s attitudes towards stuttering on this relationship a mixed method design was set up, using a quantitative (questionnaire: 26
students and 51 secondary education teachers) and qualitative (10 interviews with teachers) approach.
Introduc/on)
Part) of) a) doctoral) longitudinal) study) of) the) impact) of) stu9er) severity) on)
selfOesteem)through)media/ng)cogni/ve,)emo/onal)and)social)processes)in)
adolescents)who)stu9er)(N=50,)11O21y))
)
)
)
)
)
Design)
Exploratory)results)survey)
Study&1&survey&(Dec)2013)–)Jan)2014))
•  Respondents:))
Nstudents)sec)ed=26)/)Nteachers=51)=>)2)per)student)
Teacher/student&rela1on&(TASCQ)&&&&&&ABtudes&on&stuCering&
(Posha/S&&&TATS)&
)
•  Ques/onnaires:))
o  TeacherO)student)rela/on)(teachers)&)students):""
Teacher" As" Social" Context" Ques5onnaire" (Belmont,) Skinner,)
& 2,00)
& 1,50)
)
)
Covert)processes:)
Communica/on)a7tudes,)
(Mal)adap/ve)perfec/onism,)
Temperament))
Stu9er))
severity)
Social)processes:)
Peer)group)status)
Teacher'student-rela/onTeacher’s-a2tudes-on-andknowledge-of-stu7ering-
)
)
Wellborn,)&)Connell,)1988))
)
(Mul/dimensional))
SelfOesteem)
o  A7tudes)stu9ering)(only)teachers):))
o  Public" Opinion" Survey" of" Human" [email protected][email protected])
(St)Louis,)2011))=>)8)components)of)a7tudes)on)stu9ering)
o  Teacher"ACtudes"Toward"[email protected]) (Crowe)&)Walton,)1981))
=>)a7tudes)on)how)to)react)as)a)teacher)
Study&2:&interviews&(March)–)April)2014))
•  Respondents:)Nteachers=10)
•  Instrument:) structured) interview) (example) ques/on:)
How) would) you) describe) your) rela/on) with) student) X?)
To) what) extent) his/her) stu9ering) has) a) posi/ve) or)
nega/ve)impact)on)your)rela/onship?))
Theore/cal)frameworks)
Teacher/student&rela1on&described&in&terms&of&‘Self/Determina1on&
Theory’&(SDT)&(Grolnick,)Deci)&)Ryan,)1997;)Deci)&)Ryan,)2000))
•  Parents) and) teachers) need) to) facilitate) a) child’s) natural) tendency) to)
internalize)cultural)values,)a7tudes)and)behaviour)by)suppor/ng)their)
basic)needs
•  SDT)predicts)that)fluctua/ons)in)need)sa/sfac/on)will)directly)predict)
fluctua/ons)in)wellObeing)
Basic&needs&students&
Teacher/student&rela1on&
Autonomy)
Autonomy&support&
(use)of)techniques)that)encourage)choice,)
selfOini/a/on)and)par/cipa/on))
Competence)
Structure&
(eg.)Communica/ng)expecta/ons)and)
behavioral)guidelines))
Relatedness)
Involvement&
(eg.)Taking)interest)and)spending)/me)with)
the)student))
)
)
Teacher/student&rela1on&and&aBtudes&
•  Teachers) direct) more) nega/ve) behaviors) towards) students) with)
disabili/es,) leading) to) lower) levels) of) emo/onal) support) and) praise)
and)greater)levels)of)cri/cism)and)ignoring)(Montague)&)Rinaldi,)2001).
•  Teachers)hold)nega/ve)stereotypes)towards)PWS:)shy,)nervous,)
anxious,…)(eg.)Lass)et)al.,)1992)))
•  Experiences) with) a) student) that) stu9ers) allows) teachers) to) be) more)
accurate)in)their)view)on)stu9ering)(Yeakle)&)Cooper,)1986))
)
"
)
[email protected]""
[email protected]""
facebook:"onderzoek"[email protected]"
"
"
"
3,50)
3,00)
Teachers)
2,50)
Students)
1,00)
0,50)
0,00)
&
p
)su
& nomy
o
au&t
t)
p or
)
Cause)
Poten/al)
Helping)
Sympathy)
(R2.53))
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&(*<.05)/)**<.01))
How)should)I)
)
)
)
stru
*
*
**
re*
ent
/o n
ctu
em
ela
olv
TS)r
inv
Not)sign:)a7tudes)on)
personality,)help)
source,)knowledge)&)
knowledge)sources)
react)as)a)
teacher?)
Teacher/student&rela1on&and&their&aBtudes&on&stuCering&
Teacher/student&rela1on& Significant&predictors&(Posha/S&&&TATS)&
Beta&(ηp2)&
T_Involvement)
St_Autonomy)support)
)0,37)(.11))
)O)0,42)(.13))
)0,46)(.15))
)O)0,39)(.14))
)0,46)(.17))
)0,30)(.13))
St_Structure)
St_Involvement)
Personality)
Knowledge)sources)
Poten/al)
Knowledge)sources)
Poten/al)
Help)source)
Conclusions)(considera/ons)interviews))
•  Teachers’) a7tudes) towards) the) cause) of) stu9ering,) the) poten/al) of)
PWS)and)whom)to)go)to)for)help,)and)their)feelings/concerns)regarding)
PWS) predict) their) ideas) on) how) they) should) react) as) a) teacher) to) the)
stu9ering)of)a)student)
•  Do) teachers) acquire) the) correct) informa/on) about) stu9ering) (eg.) TV,)
internet,) magazines,) books) and) teacher) training)) =>) referring) to) the)
nega/ve)impact)on)TS)rela/on)
•  A)teacher’s)idea)about)the)poten/al)of)PWS)is)an)important)predictor)of)
the) involvement) and) structuring) ac/vi/es) of) the) teacher,) as)
experienced)by)a)student)who)stu9ers)
Please)see)handout)for)references)
)
)
)))
www.uantwerpen.be/IOIW)
Thanks)to)dr.)Marc)De)bodt)(UZA),)dr.)Ronny)Boey)(UZA))and)dr.)Wim)Beyers)(Ugent))
)Special)thanks)to)Leonoor)Oonk)and)Jan)Bouwen)(Dutch)transla/on)PoshaOS))
)
References
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