Psychological Attributes in Teachers: Pre-service Teachers’ Empathy and ADHD Stigma Perceptions
Bibliographic record
Abstract
The current study investigated the relationship between pre-service teachers’ levels of empathy and their perceptions of the stigma individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) experience. Thirty-three pre-service teachers from a post-secondary urban institution in Western Canada completed online self-report measures. Results indicated pre-service teachers endorse empathy levels in the above-average range. Furthermore, prospective teachers in this sample believe individuals with ADHD encounter a moderate degree of stigma. Additionally, there was a weak, positive correlation found between pre-service teachers’ empathy levels and their awareness of the stigmatizing attitudes the public has of individuals with ADHD. However, no significant association was found between prospective teachers’ empathy levels and their overall awareness of the stigma individuals with ADHD may encounter. These findings have implications for teacher-training programs, as well as future research examining psychological attributes in teachers.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".