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dc.contributor.advisorKoller, James Raymondeng
dc.contributor.authorGay, Sara Svoboda, 1976-eng
dc.date.issued2006eng
dc.date.submitted2006 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file viewed on (March 2, 2007)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2006.eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was to investigate elementary teachers' beliefs, attitudes and intentions to support specific mental health services in schools through the development of a psychometrically sound survey instrument. The theoretical foundation of this study was the Theory of Reasoned Action (TRA), which posits that (a) a person's intention to perform a behavior is the best predictor of actual behavior, and (b) intention is a function of attitudes towards the behavior and subjective norms. Further, underlying beliefs about outcomes of behavior predict attitudes. One hundred fourteen elementary teachers across a Midwestern state completed the survey, and regression analyses indicated preliminary support for the TRA in predicting intention to support mental health services from attitude and subjective norms. Specifically, subjective norms and positive beliefs about supporting mental health services predicted intention, and both positive and negative outcome beliefs predicted attitudes toward supporting mental health services in schools. Participants in the study generally shared favorable attitudes and outcome beliefs about mental health services. In addition, participants perceived their elementary teacher colleagues to have favorable attitudes towards mental health services. Finally, approximately half of the participants intended to or agreed that a social pressure existed to support mental health services in schools.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb57909489eng
dc.identifier.oclc85545299eng
dc.identifier.urihttps://doi.org/10.32469/10355/5901eng
dc.identifier.urihttps://hdl.handle.net/10355/5901
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsAccess is limited to the campuses of the University of Missouri.eng
dc.subject.lcshMental health serviceseng
dc.subject.lcshSchool children -- Mental health serviceseng
dc.subject.lcshTeachers -- Attitudeseng
dc.titleUnderstanding elementary teachers' beliefs, attitudes and intentions to support mental health services in schoolseng
dc.typeThesiseng
thesis.degree.disciplineEducational, school and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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