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Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress

DeShazer, Madeline Renee
http://orcid.org/0000-0001-7774-6466
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1658328249274593

Abstract Details

2022, Master of Science (MS), Ohio University, Clinical Psychology (Arts and Sciences).
Teaching is a stressful profession, and teacher stress has been shown to be associated with job dissatisfaction, attrition from the field, and negative outcomes for teachers and their students. A major contributor to teacher stress is disruptive student behavior. Given that students with or at-risk for attention-deficit/hyperactivity disorder (ADHD) demonstrate high rates of disruptive behaviors and are present in nearly every classroom, studying the connection between student ADHD symptoms and teacher stress may provide useful insights for better supporting teachers and their students. The aims of this study were to (1) assess the replicability of the finding that students with elevated ADHD symptoms are rated by their teachers as more stressful to teach than students without these behavioral problems and (2) explore the extent to which key factors (i.e., overall work-related stress, student-teacher relationship quality, training and use of positive behavioral intervention and supports) moderate the relationship between student ADHD symptoms and related teacher stress. Participants were 97 K-2nd grade teachers who completed online survey questions about themselves and two male students in their classroom. Results showed that teachers report students with elevated levels of ADHD symptoms and impairment to be more stressful to work with than students who do not exhibit these behaviors (d = 1.52). Additionally, overall work-related stress, closeness and conflict in the student-teacher relationship, and prioritization of positive behavioral intervention and supports in the classroom moderated the relationship between student ADHD symptom severity and related teacher stress. Implications of these findings and directions for future research are discussed.
Julie Owens (Advisor)
Darcey Allan (Committee Member)
Steve Evans (Committee Member)
80 p.
Clinical Psychology; Psychology
attention-deficit/hyperactivity disorder; ADHD; teacher stress; student-teacher relationship quality; STRQ; positive behavioral intervention and supports; PBIS

Recommended Citations

Citations

  • DeShazer, M. R. (2022). Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress [Master's thesis, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1658328249274593

    APA Style (7th edition)

  • DeShazer, Madeline. Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress. 2022. Ohio University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1658328249274593.

    MLA Style (8th edition)

  • DeShazer, Madeline. "Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress." Master's thesis, Ohio University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1658328249274593

    Chicago Manual of Style (17th edition)

ohiou1658328249274593
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© 2022, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.