Predictors of Teachers' Intention to Refer Students with ADHD to Mental Health Professionals: Comparison of U.S. and South Korea
School Psychology Quarterly, December 2013
Ji-Yeon Lee, Ph.D.
Dept of Professional Psychology and Family Therapy
A teacher’s intention to refer students to mental health professionals
is important to the early identification of ADHD and prevention of
further problems. The Theory of Planned Behavior (TPB) was used to
determine the strongest belief-related predictors of a teacher’s
intentions to refer students with ADHD symptoms to a mental health
professional in the U.S. and South Korea. Perceived stigma and knowledge
of ADHD were additional predictors in examining the role of culture in a
teacher’s perceptions of the public’s stigma toward ADHD and a
teachers’ knowledge of ADHD. Cross-cultural differences exist. U.S.
teachers’ (n = 235) intentions to refer were predicted by all TPB
variables (i.e., attitudes about referral, beliefs about whether
important others would approve of making a referral, and perceived
behavioral control in making a referral). However, among South Korean
teachers (n = 144), behavioral control and perceived stigma were the
only predictors. The results imply the importance of considering the
cultural context in understanding a teacher’s referral behaviors.