Pre-service teachers' implicit theories about achievement in students with anxiety and related use of classroom-based strategies
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Taylor, Carolyn
issued: 2019-10-03T23:00:16Z
issued: 2019
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Students who have anxiety are at an increased risk of experiencing a myriad of academic difficulties, which can be mitigated with appropriate supports from their teachers. Research is presently lacking on the ways that teachers respond to the academic needs of students who struggle with anxiety. It is important to also understand the beliefs teachers hold about whether it is possible for these students’ academic performance to improve. The purpose of this study was to understand the implicit theories that pre-service teachers hold about academic abilities for students with anxiety, as well as the way pre-service teachers choose to respond to these difficulties in the classroom. Pre-service teachers represent a particularly important population when considering implications for the development of teacher training programs that will prepare teachers who have a strong sense of efficacy in their ability to effect change in their students. The present study utilized a repeated measures survey design in order to address a number of research questions focused around pre-service teachers’ implicit theories and related responses in the classroom. Results showed a general trend of more incremental theories (students can change with intervention) across all student types. Pre-service teachers in the present study were also likely to implement supports for all types of students presented, with the strongest likelihood indicated for students with anxiety. The specific types of supports that pre-service teacher were willing to implement varied among typical students, students with anxiety, and students with learning difficulties. Incremental theories of academic achievement appeared to be associated with stronger beliefs that supports could make a difference, and stronger likelihood to implement supports for students with anxiety specifically. The results are discussed in detail in relation to existing literature, along with implications for practice in the field of education and…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/71828
note: PRE-SERVICE TEACHERS’ IMPLICIT THEORIES ABOUT ACHIEVEMENT IN STUDENTS WITH ANXIETY AND RELATED USE OF CLASSROOM-BASED STRATEGIES by CAROLYN TAYLOR B.A., St. Francis Xavier University, 2016 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (School and Applied Child Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2019 © Carolyn Taylor, 2019 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the thesis entitled: Pre-Service Teachers' Implicit Theories About Achievement in Students with Anxiety and Related Use of Classroom-based Strategies submitted by Carolyn Taylor in partial fulfillment of the requirements for the degree of Master of Arts in School and Applied Child Psychology Examining Committee: William McKee, School and Applied Child Psychology Supervisor Rachel Weber, School and Applied Child Psychology Supervisory Committee Member Serge Lacroix, School and Applied Child Psychology Additional Examiner Additional Supervisory Committee Members: Supervisory Committee Member Supervisory Committee Member iii Abstract Students who have anxiety are at an increased risk of experiencing a myriad of academic difficulties, which can be mitigated with appropriate supports from their teachers. Research is presently lacking on the ways that teachers respond to the academic needs of students who struggle with anxiety. It is important to also understand the beliefs teachers hold about whether it is possible for these students’ academic performance to improve. The purpose of this study was to understand the implicit theories that pre-service teachers hold about academic abilities for students with anxiety, as well as the way pre-service teachers choose to respond to these difficulties in the classroom. Pre-service teachers represent a particularly important population when consi…
has type: Thesis/Dissertation
date issued: 2019-11
is shown at: 10.14288/1.0383248
language: eng
degree discipline: School Psychology
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/71828