Pre-Service Teachers’ Causal Attributions about FASD and Their Teaching Self-Efficacy
Bibliographic record
Abstract
Children with Fetal Alcohol Spectrum Disorders (FASD) often display complex problem behaviours in the classroom. The purpose of this study was to examine how pre-service teachers’ attributions about the problems associated with FASD relate to their self-efficacy for working with affected children. Data were collected in the fall of 2009 and 2011 from 157 pre-service teachers studying at a Western Canadian University. Data were analyzed using multiple regression analyses to determine the extent to which four predictor variables (locus of causality, stability, personal control, and external control) predicted self-efficacy. Results revealed that stability and external controllability were significant predictors of teachers’ self-efficacy in working with children with FASDs. The extent to which a teacher expects to implement interventions for these children in the classroom also predicted self-efficacy. Results are discussed in relation to the development of an attributional retraining program to correct misattributions about FASD and foster teacher self-efficacy.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".