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Students' self-beliefs about mathematics, such as mathematics self-efficacy and mathematics anxiety, can interact with each other in the explanation of mathematics achievement. The present study aimed to identify mathematics self-belief profiles (derived from combinations of mathematics self-efficacy and mathematics anxiety) and their relationships to mathematics achievement in a sample of secondary-school students. The participants were 2,365 students who completed a self-report instrument for the assessment of mathematics self-efficacy and mathematics anxiety. A latent profile analysis was conducted to identify the participants' mathematics self-belief profiles. The relationship between the profiles, mathematics achievement, gender and school year, was determined. Six student profiles were identified based on combined levels of mathematics self-efficacy and mathematics anxiety. Specifically, three patterns were found based on the combination of low, medium-low and high levels of mathematics self-efficacy with mathematics anxiety. While the detected profiles indicated statistically significant differences in the explanation of mathematics achievement, gender and school year were not relevant to the relationship between mathematics self-belief profiles and mathematics achievement. The study provides insights into the importance of students' beliefs, and perceptions in the explanation of academic achievement. [ABSTRACT FROM AUTHOR]

Teachers and school counsellors play a key role in the detection of symptoms associated with attention-deficit/hyperactivity disorder (ADHD) and in interventions. The present study aimed to analyse differences in knowledge about and attitudes towards ADHD between five different types of educator: infant education teachers, primary education teachers, special education teachers, school counsellors, and secondary education teachers. The participants were 206 professionals from state-funded and independent schools in the north of Spain who completed the Questionnaire for the Evaluation of Teachers' Knowledge of ADHD (which included four dimensions: general information, symptoms, aetiology and treatment) and the ADHD-Specific Knowledge and Attitudes of Teachers questionnaire (to assess attitudes towards ADHD). Results of univariate analysis of variance showed statistically significant differences between the five different types of educator. School counsellors and special education teachers exhibited greater knowledge and better attitudes towards ADHD. Training programs for teachers in infant, primary and secondary education, should be provided to improve knowledge and attitudes in relation to ADHD. [ABSTRACT FROM AUTHOR]

Teachers and school counsellors play a key role in the detection of symptoms associated with attention-deficit/hyperactivity disorder (ADHD) and in interventions. The present study aimed to analyse differences in knowledge about and attitudes towards ADHD between five different types of educator: infant education teachers, primary education teachers, special education teachers, school counsellors, and secondary education teachers. The participants were 206 professionals from state-funded and independent schools in the north of Spain who completed the Questionnaire for the Evaluation of Teachers’ Knowledge of ADHD (which included four dimensions: general information, symptoms, aetiology and treatment) and the ADHD-Specific Knowledge and Attitudes of Teachers questionnaire (to assess attitudes towards ADHD). Results of univariate analysis of variance showed statistically significant differences between the five different types of educator. School counsellors and special education teachers exhibited greater knowledge and better attitudes towards ADHD. Training programs for teachers in infant, primary and secondary education, should be provided to improve knowledge and attitudes in relation to ADHD. [ABSTRACT FROM AUTHOR]