Mediating Effect of Empathy Between Teachers' Knowledge of ADHD and Educational Intervention in Integration Education Classrooms

2.50
Hdl Handle:
http://hdl.handle.net/10755/304261
Category:
Abstract
Type:
Presentation
Title:
Mediating Effect of Empathy Between Teachers' Knowledge of ADHD and Educational Intervention in Integration Education Classrooms
Author(s):
Park, Wan-Ju; Yang, Jinhyang; Hwang, Sung Dong
Lead Author STTI Affiliation:
Sigma Theta Tau
Author Details:
Wan-Ju Park, RN, PhD, wanjupark@knu.ac.kr; Jinhyang Yang, RN, GNP, PhD; Sung Dong Hwang, PhD;
Abstract:

Poster presented on: Monday, July 22, 2013, Tuesday, July 23, 2013

Purpose: The purpose of this study was to elucidate how empathy mediates the relationships between the teachers' knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and educational intervention in the classroom.

Methods: The structural equation modeling was conducted with 334 school teachers in D and Y cities in Korea. Data were collected through self-report questionnaires, which were standardized instruments from April 2012 to July 2012. The data were analyzed by using SPSS Win 20 and AMOS 20, and Sobel and Bootstrapping tests were conducted respectively to determine the significance of mediation and for constructing the confidence interval.

Results: Teachers' empathy provided complete mediation between the teachers' knowledge and educational intervention in classrooms. Results indicated that empathy can positively contribute to educational intervention in ADHD by increasing understanding of ADHD children and situation.

 Conclusion: Based on the findings of this study, teachers need to enhance their empathy towards ADHD students to increase their educational intervention for ADHD. These results suggest the importance of intervention for ADHD children that focuses on increasing teachers' empathy in the classroom.

Keywords:
Attention Deficit Hyperactivity Disorder; Empathy; Intervention
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleMediating Effect of Empathy Between Teachers' Knowledge of ADHD and Educational Intervention in Integration Education Classroomsen_GB
dc.contributor.authorPark, Wan-Juen_GB
dc.contributor.authorYang, Jinhyangen_GB
dc.contributor.authorHwang, Sung Dongen_GB
dc.contributor.departmentSigma Theta Tauen_GB
dc.author.detailsWan-Ju Park, RN, PhD, wanjupark@knu.ac.kr; Jinhyang Yang, RN, GNP, PhD; Sung Dong Hwang, PhD;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/304261-
dc.description.abstract<p>Poster presented on: Monday, July 22, 2013, Tuesday, July 23, 2013</p><b>Purpose: </b>The purpose of this study was to elucidate how empathy mediates the relationships between the teachers' knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and educational intervention in the classroom. <p><b>Methods: </b>The structural equation modeling was conducted with 334 school teachers in D and Y cities in Korea. Data were collected through self-report questionnaires, which were standardized instruments from April 2012 to July 2012. The data were analyzed by using SPSS Win 20 and AMOS 20, and Sobel and Bootstrapping tests were conducted respectively to determine the significance of mediation and for constructing the confidence interval. <p><b>Results: </b>Teachers' empathy provided complete mediation between the teachers' knowledge and educational intervention in classrooms. Results indicated that empathy can positively contribute to educational intervention in ADHD by increasing understanding of ADHD children and situation. <p> <b>Conclusion: </b>Based on the findings of this study, teachers need to enhance their empathy towards ADHD students to increase their educational intervention for ADHD. These results suggest the importance of intervention for ADHD children that focuses on increasing teachers' empathy in the classroom.en_GB
dc.subjectAttention Deficit Hyperactivity Disorderen_GB
dc.subjectEmpathyen_GB
dc.subjectInterventionen_GB
dc.date.available2013-10-22T20:32:16Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:32:16Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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