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Presented at the 21st Annual Research Conference
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Session Number: 2000 Room: Salon E & F
Presenting: Kathy Dowell
All Authors for this paper: Kathy Dowell
Presentation Type: poster presentation
Synopsis: The purpose of this study is to determine the nature of the relationship between early elementary school teachers’ attributions about student stress and teacher perceived self-efficacy by stress levels and student behaviors. Twenty-eight kindergarten through third grade teachers and 84 students participated in this study. It is anticipated that attribution style will be associated with teacher self-efficacy, and that teachers will be more likely to make external attributions of externalizing student behavioral displays.
Date: Monday, February 25, 2008
Session Time: 5:30 PM - 7:00 PM