6533b86dfe1ef96bd12c971b
RESEARCH PRODUCT
What’s in a name : the effect of category labels on teachers’ beliefs.
Simon GibbsJens F. BeckmannMetsäpelto Riitta-leenaMikko AroJulian ElliottTanja Vehkakoskisubject
EssentialismlabellingeducationHealth Professions (miscellaneous)behavioral disciplines and activitiesEducationDevelopmental psychologyoppimisvaikeudetessentialismCultural diversitydyslexiamental disordersDevelopmental and Educational PsychologymedicinekäsityksetAttention deficit hyperactivity disorderADHD0501 psychology and cognitive sciencesSelf-efficacy05 social sciencesDyslexia050301 educationteachers’ efficacymedicine.diseaseopettajatPsychologylukihäiriöt0503 education050104 developmental & child psychologydescription
In this paper, we report an investigation of the possible influence on teachers’ essentialist thinking and efficacy beliefs of category labels used to describe children’s educational difficulties. A 2x2x2 counterbalanced design was employed in which primary school teachers in Finland and the UK were exposed to vignettes that portrayed a child exhibiting difficulties in one of two domains: either behaviour or reading. Vignettes were presented in two versions. In one, the child was labelled as having either ‘ADHD’ or ‘Dyslexia’; in the alternate condition, no such label was ascribed, descriptions were identical in all other respects. Participating teachers were presented with two vignettes, one from each domain and in each condition. Responses to measures of Efficacy and Essentialist beliefs were solicited. Overall responses indicated that category labels evoked stronger essentialist beliefs but did not influence teachers’ efficacy beliefs. Finnish teachers reported stronger essentialist and lower efficacy beliefs than their counterparts in the UK. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2019-08-18 |