Abstract
We investigated the influence of students' emotional and behavioral disorder (EBD) on pre-service teachers' judgments, while considering the frequency of calling on students as a mediator and stress as moderator. We conducted an experiment in a simulated classroom. N = 56 pre-service teachers went through a stress manipulation, while N = 46 were not stressed. Path analyses controlling for actual performance showed negative effects of EBD on participants’ judgments and an indirect effect via call frequency. Stressed participants called on students with EBD as often as students without EBD, while unstressed participants called on students with EBD more.
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