DOI
https://doi.org/10.25772/MPSN-EB79
Author ORCID Identifier
0000-0001-9556-0841
Defense Date
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Kevin Sutherland
Second Advisor
Dr. Jason Chow
Third Advisor
Dr. Kristen Granger
Fourth Advisor
Dr. Bryce McLeod
Abstract
This study examined the reliability and validity of the Teacher Attribution Measure for Early Elementary (TAM-EE), a measure adapted from the Preschool Teaching Attributions (PTA) measure, to assess the challenging behavior attributions of early elementary teachers. Like the PTA, the TAM-EE uses a series of student-specific behavior scenarios as prompts for teachers who then rate statements aligned with dimensions of attribution theory on a 6-point scale. A sample of 41 teachers completed the TAM-EE on 79 students in grades K-3 screened for risk of emotional and behavioral disorders (EBD). Teachers also completed reports of student behavior, self-efficacy, and perceptions of the student-teacher relationship. Results of a confirmatory factor analysis suggest that the two-factor model (Causal and Responsibility) used for the PTA was best fit. Combined with significant correlations with measures assessing teacher perceptions and practices, this study provides both an initial psychometric evaluation of the TAM-EE and additional support for the validity and reliability of the PTA.
Rights
© Shannon L. Nemer
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
7-26-2019
Included in
Educational Psychology Commons, Elementary Education and Teaching Commons, Special Education and Teaching Commons