本研究旨在探討國小教師對注意力缺陷過動症(ADHD)之症狀與成因歸因及教師對ADHD學童之情緒反應與因應策略情形，並以Weiner(1985)「動機與情緒之歸因模式」探討教師對ADHD之成因歸因、情緒反應與因應策略之關係。研究者以半結構的晤談並佐以十點量表的方式訪談二十六位台北縣市的國小普通班級任教師，且該班有經鑑定確認患有ADHD的學童，研究結果如下：
一、教師察覺之ADHD學童行為可分為「不專注」、「過動」、「衝動」症狀與「自我規範問題」、「不穩定表現」行為。
二、在歸因評分方面，教師對ADHD「不專注」、「過動」症狀及「成因」歸因傾向是學童「內在」、「不可控制」與「穩定的」，而對ADHD「衝動」症狀則傾向「內在」、「可控制」與「穩定的」。在歸因類型方面，教師對ADHD「不專注」、「過動」症狀及「成因」歸因傾向是「內在-不可控-穩定」類型，而對ADHD「衝動」症狀則傾向是「內在-可控-穩定」與「內在-可控-不穩定」類型。在歸因因素方面，教師傾向將ADHD學童「不專注」、「過動」與「衝動」症狀歸因於「動機」因素，而將ADHD「成因」歸因於「生理」因素。
三、教師對ADHD學童之情緒反應可分為「正向強烈感受」、「正向微弱感受」、「負向強烈感受」、「負向微弱感受」與「中性感受」類型。
四、教師對ADHD學童之因應策略可分為「改變前事變項之策略」、「改變個體行為之策略」、「改變行為結果之策略」與「尋求資源」四類型。
五、當教師對ADHD成因傾向是「內在-不可控-穩定」的「生理」因素，且在歸因歷程初始即察覺ADHD學童之行為問題並引發「負向」的情緒反應時，則教師會對ADHD進行歸因。教師會因提出的條件而改變對ADHD之預期，並轉變為「中性」、「正向」的情緒感受，且對ADHD學童有較多之因應策略。
根據上述研究結果，本研究對實務工作與未來研究方向提出幾點建議。

The purpose of this study was to explore the elementary school teachers’ perception of the behaviors of students with ADHD and the relations between attributions for ADHD, emotional reactions, and coping strategies on the basis of Weiner’s attributional model. The 26 elementary regular education teachers who taught the students with ADHD in class participated this study. Semi-structured interview and 10-point Likert scale were conducted in the study. The findings were as follows:
1. The behaviors of students with ADHD were perceived as inattention, hyperactivity, impulsiveness, deficient rule-governed behavior, and greater variability of performance by their teachers.
2. Three attributional domains were analyzed in three ways: rating scores, attribution categories, and its factors. Teachers’ attributions rated by 10-point scale for inattention, hyperactivity, and ADHD tended to be internal, uncontrollable, and stable, while teachers’ attributions for impulsiveness tended to be internal, controllable, and stable. When the teachers were requested to identify the categories of attributions, they tended to account for inattention, hyperactivity, and ADHD as internal-uncontrollable-stable. However, they tended to attribute impulsiveness to internal-controllable-stable or internal-controllable-unstable. When the factors of attribution were analyzed, the motivation was the main factor of the inattention, hyperactivity, and impulsiveness, while the biology was the main factor of ADHD.
3. Teachers’ emotional reactions to students with ADHD were classified into five: positive-strong, positive-weak, negative-strong, negative-weak, and neutral emotions.
4. Teachers’ coping strategies to students with ADHD were classified into four: changing antecedent strategies, changing personal behavior strategies, changing consequence strategies, and seek for resources.
5. The main factor (i.e. biology) and category (i.e. internal- uncontrollable-stable) of teachers’ attribution were exampled to analyze the attributional process. When the problem behaviors of students with ADHD were aware by the teachers and triggered their negative emotional reactions in the beginning, the teachers would try to find out the factors of ADHD and go through 9-step attributional process. Under some conditions, the teachers would change their expectancy to the ADHD, and their emotional reactions would be transformed into neutral or positive state. Additionally, they would have more coping strategies.
Implications for the practice and the further research are recommended on the basis of the findings of this study.

一、中文部分
王大延（民73）：國小學童歸因方式與學業成就期望關係之研究。國立台灣師範大學教育研究所碩士論文，未出版。
王金香（民90）：談視障教育在融合教育思潮下的因應之道，特教園丁季刊，16(4)，39-45。
何素華（民87）：如何幫助注意力缺陷過動的兒童。教師之友，39(3)，57-62。
何善欣（民85）譯(Fowler, M.原著)：不聽話的孩子？過動兒的撫育與成長。台北：商周。
吳文萱（民84）：「自我-他人」的態度對人際衝突歸因的影響。國立台灣大學心理學研究所碩士論文，未出版。
吳幸宜（民83）：學習理論與教學應用。台北：心理。
吳武典（民87）：特殊教育行政問題與對策。特殊教育季刊，68，1-12。
吳知賢（民83）：歸因理論及歸因再訓練的探討。台南師院學報，27，1-29。
宋維村、侯育銘（民85）：過動兒的認識與治療。台北：正中。
林世浩（民86）：以讀書治療進行歸因再訓練對兒童同儕關係之影響。國立東華大學教育研究所碩士論文，未出版。
林幼青（民84）：探討學校情境中注意力不足過動症候孩童之行為特性。私立高雄醫學院行為科學研究所碩士論文，未出版。
林麗容（民84）：國小資賦優異學生之歸因型態與成就動機及學業成就期望關係之研究。國立彰化師範大學特殊教育研究所碩士論文，未出版。
邱上真（民90）：普通班教師對特殊需求學生之因應措施、所面對之困境以及所需之支持系統。特殊教育研究學刊，21，1-26。
孟瑛如（民86）：他不是壞，他只是靜不下來-如何與教室中的過動兒互動。新幼教，15，25-27。
施顯炫（民87）：情緒與行為問題-兒童與青少年所面臨與呈現的挑戰。台北：五南。
洪雪萍（民87）：國小教師對智能障礙態度與歸因之調查研究。國立台灣師範大學特殊教育學系碩士論文，未出版。
洪碧霞（民72）：國中學生歸因方式及其相關因素之探討。新竹師專學報，9，95-132。
洪儷瑜（民87）：ADHD學生的教育與輔導。台北：心理。
洪儷瑜（民88）：嚴重情緒障礙學生隻鑑定原則鑑定基準說明。載於張蓓莉編，身心障礙及資賦優異學生鑑定原則鑑定基準說明手冊。台北：教育部特殊教育工作小組委託，國立台灣師範大學特教系編印，93-107。
洪儷瑜、丘彥南、張郁雯、孟瑛如、蔡明富（民90）：注意力缺陷過動症學生發現與安置輔導工作第三年期末報告。台北：教育部。
徐秀宜（民85）：注意力缺損過動症候群兒童親子互動方式之探討。私立高雄醫學院行為科學研究所碩士論文，未出版。
時蓉華（民85）：社會心理學。台北市：東華。
翁敏嘉（民85）：注意力缺損過動症候群兒童行為問題的異質性。私立高雄醫學院行為科學研究所碩士論文，未出版。
許淑琴、蘇建文（民82）：高低攻擊性兒童對友伴行為歸因與反應差異之研究。家政教育，12(3)， 57-67。
張世彗（民88）：注意力缺陷過動異常(ADHD)教師實務手冊。台北：台北市立師範學院特殊教育中心。
張春興（民83）：教育心理學-三化取向的理論與實踐。台北：東華。
張蓓莉（民87）：資源教室方案應提供的支援服務。特殊教育季刊，67，1-5。
黃奕偉（民90）：ADHD學齡兒童的母親對ADHD學齡兒童特定行為的歸因與教養行為的關聯性。私立中原大學心理學研究所碩士論文。
黃裕惠(民87)：功能評量對國中生嚴重不當行為之介入方案之研究。國立台灣師範大學特殊教育學系碩士論文，未出版。
黃惠惠(民74)：助人歷程與技巧。台北：張老師。
黃惠玲、林幼青、翁敏嘉、王雅琴（民89）：注意力缺陷過動兒童的行為特徵：一個自然觀察法的研究。中華心理學刊，42，232-252。
陳永發（民85）：國小六年級學童學科學業成績、成敗歸因以及學科學業自我概念關係之研究。測驗統計年刊，4，125-178。
曾鴻謀（民90）：融合教室之設計：有效的教學與合作，特教園丁，16(4)，13-19。
鈕文英（民90a）：國民教育階段身心障礙學生補救教育方案之研究。特殊教育研究學刊，21，53-76。
鈕文英（民90b）：身心障礙者行為問題處理-正向行為支持取向。台北：心理。
楊坤堂（民88）：注意力不足過動異常：診斷與處遇。台北：五南。
溫怡雯、章勝傑（民89）：一個台東縣原住民國中中輟生歸因歷程之個案研究。台東師院學報，11(上)，1-28。
趙曉美（民78）：歸因再訓練策略與成敗比率對國小低成就動機兒童的成就動機、自我概念、堅持力及歸因方式的影響。國立台灣師範大學教育與心理輔導研究所碩士論文，未出版。
潘明宏、陳志瑋( Nachmias, C. F. & Nachmias, D. 原著)譯（民89）：社會科學研究方法。台北：韋伯。
蔡素琴（民87）：從歸因理論淺談學生的學習輔導。教育資料文摘，244，151-163。
鄭茂春（民88）：自我歸因論與學習動機的探討，國教天地，135，37-42。
鄭惠霙（民86）：國小六年級注意力缺陷及過動症學童社會技能及其教學訓練效果之研究。國立台灣師範大學特殊教育研究所碩士論文，未出版。
盧安琪（民90）：過動兒教師壓力知覺與因應策略之探討。私立東吳大學社會工作學系碩士論文，未出版。
簡茂發、蔡玉瑟（民84）：國小資優生的認知型式、內外控信念與學習行為、生活適應之相關研究。特殊教育研究學刊，13，81-112。
羅玉霞、王麗斐（民89）：國小高年級教師面對學童外向性行為問題的知覺與因應策略之研究。中華輔導學報，8，141-176。
饒敏（民85）：台北市國民中學普通班教師對身心障礙學生回歸主流的態度及其相關因素之研究。國立台灣師範大學碩士論文，未出版。
二、英文部分
Barkley, R. A. (Videotape)(1992). ADHD in classroom. New York: Guilford Press.
Barkley, R. A. (1998). Attention-Deficit Hyperactivity Disorder: a handbook for diagnosis and treatment (2th ed.). New York: Guilford Press.
Borden, K. A. & Brown, R. T. (1989). Attributional outcomes: the subtle messages of treatments for attention deficit disorder. Cognitive therapy and research, 13, 147-160.
Brophy, J. & McCaslin, M. (1992). Teachers’ reports of how they perceive and cope with problem students. The elementary School Journal, 93, 1-68.
Bugental, D. B., Johnston, C., New, M., & Silvester, J. (1998). Measuring and parental attributions: conceptual and methodological issues. Journal of Family Psychology, 12, 459-480.
Bussing, R., Schoenberg, N. E., Rogers, K. M., Zima, B. T.,& Angus, S.(1998). Explantory models of ADHD: do they differ by ethnicity, child gender, or treatment status? Journal of Emotional and Behavioral Disorders, 6, 233-242.
Carlson, C. L., Pelham, W. E., Milich, R., & Hoza, B. (1993). ADHD boy’s performance and attributions following success and failure：drug effects and individual Differences. Cognitive Therapy and Research, 17, 269-287.
Hoza,B., Pelham, W. E., Milich, R., Pillow, D.,& McBride, K. (1993). The self-perceptions and attributions of attention deficit hyperactivity disordered and nonreferred boys. Journal of Abnormal Child Psychology, 21, 271-286.
Hoza, B., Pelham, W. E., Waschbusch, D. A., Kipp, Heidi, & Owens, J. S. (2001). Academic task persistence of normally achieving ADHD and control boys: performance, self-evaluations, and attributions. Journal of Consulting and Clinical Psychology, 69, 271-283.
Hoza,B., Waschbusch, D. A., Pelham, W. E., Molina, B. S. G.,& Milich,R. (2000). Attention-deficit/ hyperactivity disordered and control boys’ responses to social success and failure. Child Development, 71, 432-446.
Jenson, C. E., Green, R. G., Singh, N. N., Best, A. M.,& Ellis, C. R. (1998). Parental attributions of causes of their children's behavior. Journal of Child and Family Studies, 7, 205-215.
Johnston , C., Fine , S., Weiss, M.,＆ Weiss, J. (2000). Effect of stimulant medication treatment on mothers' and children's attributions for the behavior of children with attention deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 28, 371-382.
Johnston , C., & Freeman, W. (1997). Attribution for child behavior in parents of children without behavior disorders and children with attention deficit-hyperactivity disorder. Journal of Consulting and Clinical Psychology, 65, 636-645.
Johnston, C., Reynolds, S., Freeman, W. S., Geller, J. (1998). Assessing parent attributions for child behavior using open-ended questions. Journal of Clinical Child Psychology. 27, 87-97
Johnston , C., & Leung, D. W. (2001). Effects of medication, behavioral , and combined treatments on parents' and children's attributions for the behavior of children with attention-deficit hyperactivity disorder. Journal of Consulting and Clinical Psychology, 69, 67-76.
Johnston, C., & Patenaude, R. (1994). Parent attributions for inattentive-overactive and oppositional-defiant child behaviors. Cognitive Therapy and Research, 18, 261-275.
Kauffman, J. M. (1997). Characteristics of Emotional and Behavioral Disorders of Children and Youth (6th ed.). New Jersey: Prentice Hall.
Milich,R., Licht, B., Murphy D., & Pelham, W. E. (1989). Attention-deficit hyperactivity disordered boy's evaluations of and attributions for task performance on medication versus placebo. Journal of Abnormal Psychology,98,280-284.
Montague, M., & Warger, C. (1997). Helping students with attention deficit hyperactivity disorder succeed in the classroom. Focus on Exceptional Children, 30(4), 1-16.
Munton, A. G., Silvester, J., Stratton, P., & Hanks, H. (1999). Attributions in action: A practical approach to coding qualitative data. England; John Wiley & Sons.
Pelham, W. E., Murphy, D.A., Vannatta,K., Milich, R., Licht, B.G., Gnagy, E. M., Greenslade, K.E., Greiner, A.R., & Vodde-Hamilton, M. (1992). Methylphenidate and attributions in boys with attention-deficit hyperactivity disorder. Journal of Consulting and Clinical Psychology, 60, 282-292.
Pelham, W. E., Hoza, B., Kipp, H. L., Gnagy, E.M., & Trane, S.T. (1997). Effects of Methylphenidate and expectancy on ADHD children's performance, self-evaluations, persistence, and attributions on a cognitive task. Experimental and Clinical Psychopharmacology, 5, 3-13.
Poulou, M., & Norwich, B. (2000). Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties. The British Journal of Educational Psychology, 70, 559-672.
Reid, R. (1999). Attention deficit hyperactivity disorder: effective methods for the classroom. Focus on Exceptional Children, 32(4), 1-20.
Reimers, T. M., Wacker, D. P., Derby, K. M., & Cooper, L. J. (1995). Relation between parental attributions and the acceptability of behavioral treatments for their child’s behavior problems. Behavioral Disorders, 20, 171-178.
Rucklidge, J. J., & Kaplan, B. J. (2000). Attributions and perceptions of childhood in women with ADHD symptomatology. Journal of Clinical Psychology, 56, 711-722.
Schloss, P. & Smith, M. A., (1998). Applied Behavior Analysis in the Classroom. London: Allyn & Bacon.
Schmidt, K. L., Stark, K. D., Carlson, C. L., & Anthony B. J. (1998). Cognitive factors differentiating attention deficit-hyperactivity disorder with and without a comorbid mood disorder. Journal of Consulting and Clinical Psychology, 66, 673-679.
Schulman, P., Castellon, C., Seligman, M. E. P. (1989). Assessing explanatory style: the content analysis of verbatim explanations and the attributional style questionnaire. Behavior Research and Therapy, 27, 505-512.
Scruggs, T. E., & Mastropieri, M.A. (1996). Teacher perceptions of mainstreaming /inclusion,1958-1995. Exceptional Children, 63(1), 59-74.
Soodak, L. C. & Podell, D. M. (1994). Teachers' thinking about difficult-to-teach students. Journal of Educational Research, 88, 44-51.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
Weiner, B. (1986). An Atttibutional Theory of Motivation and Emotion. New York: Springer-Verlag.
Weiner, B. (1988). An attribution-affect-action theory of behavior: replications of judgments of help-gibing. Personality and Social Psychology Bulletin, 14, 610-621.
Weiner, B., Perry, R. P., & Magnusson, J. (1988). An Attributional Analysis of Reactions to Stigmas. Journal of Personality and Social Psychology, 55, 738-748.
Weiner, B. (1992). Attributional Theories of Motivation. New York: Springer-Verlag.
Weiner, B.(1994). Integrating social and personal theories of achievement striving. Review of Educational Research, 64, 557-573
Wicks-Nelson, R. & Israel, A. C. (2000). Behavior Disorders of Childhood. New Jersey: Prentice Hall.