Abstracts
Abstract
The present study compared the teacher ratings and self-perceptions of two groups of children with emotional and/or behavioural difficulties: a) Those with attention-deficit hyperactivity disorder (ADHD) and b) those with average or below average levels of hyperactivity and attention. Results showed that the ADHD group was rated more poorly by teachers in academic, social, and behavioural domains. This group also inflated their competency ratings in these domains relative to teacher report more than the comparison group.
Résumé
La présente étude compare les différences entre la manière dont les enseignants perçoivent deux groupes d’enfants ayant des difficultés affectives et (ou) comportementales et celle dont les enfants se perçoivent eux-mêmes : a) Un groupe souffrant du trouble d’hyperactivité avec déficit de l’attention (TDAH) et b) Un groupe ayant des niveaux d’hyperactivité et d’attention moyens ou inférieurs à la moyenne. Les résultats ont mis en évidence que le groupe était moins bien noté par les enseignements dans les domaines scolaire, social et comportemental. En comparaison des enseignants, ce groupe a davantage surestimé ses compétences dans ces domaines que le groupe témoin.
Appendices
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