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Using the IRAP to Investigate Gender Biases Towards ADHD and Anxiety

Nolan, Conor, Murphy, Carol and Kelly, Michelle E. (2021) Using the IRAP to Investigate Gender Biases Towards ADHD and Anxiety. The Psychological Record. ISSN 2163-3452

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Official URL: https://link.springer.com/article/10.1007%2Fs40732...

Abstract

Teachers’ attitudes towards common disorders such as ADHD and anxiety are important to investigate, given that teachers play a significant role in the lives of young children. Implicit attitudes have not previously been investigated in this area. The current research aimed to explore teachers’ implicit and explicit gender-biased attitudes towards children with ADHD and anxiety. The Implicit Relational Assessment Procedure (IRAP) was used to measure implicit bias, and results were analyzed in relation to explicit measures. Results indicated that teachers (N = 38) showed implicit and explicit gender biases, however there were no significant relationships between the implicit and explicit measures. The research adds to the small pool of existing literature on the topic and has potential implications regarding teachers’ understanding of ADHD and anxiety.

Item Type: Article
Uncontrolled Keywords: ADHD; Anxiety; Gender bias; Implicit; IRAP; Teachers
Subjects: B Philosophy. Psychology. Religion > Psychology
L Education > LB Theory and practice of education > Teaching Personnel
L Education > LB Theory and practice of education > Teaching Personnel > Primary School Teachers
Divisions: School of Business > Staff Research and Publications
Related URLs:
Depositing User: Clara Chan
Date Deposited: 28 Jul 2021 09:37
Last Modified: 10 Aug 2021 15:35
URI: http://norma.ncirl.ie/id/eprint/4903

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