Thai College Students' Perceptions on Roles and Functions of School Psychologists

Autor/inn/en	Tangdhanakanond, Kamonwan; Archwamety, Teara
Titel	Thai College Students' Perceptions on Roles and Functions of School Psychologists
Quelle	In: International Journal of Special Education, 25 (2010) 3, S.68-75 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Undergraduate Students; Student Attitudes; School Psychologists; Role; Education Majors; Elementary Education; Secondary Education; Foreign Countries; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Schülerverhalten; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Elementarunterricht; Sekundarbereich; Ausland
Abstract	The purpose of the present study was to examine Thai college students' perceptions of school psychologist's roles and functions. Participants were 164 undergraduate students in the Faculty of Education at a Thai university. A questionnaire was employed to collect the data. It was found that college students majoring in secondary education rated all roles/functions as significantly more important than those majoring in elementary education (p less than 0.05). Students majoring in secondary education and those majoring in elementary education differed significantly in their expectation on who they thought should serve the various roles and functions of a school psychologist if a school psychologist is not available. Juniors rated all of the roles/functions significantly higher than did sophomores (p less than 0.05). However, juniors and sophomores did not differ significantly (p greater than 0.01) on who they thought should perform the various roles and functions of an unavailable school psychologist. Implications of the findings were also presented in this article. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10