Chinese teachers' attributions and coping strategies for student classroom misbehaviour

Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald

doi:10.1080/02188791.2010.495832

Cited by 39 publications

(33 citation statements)

References 28 publications

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“…Despite these differences, findings concerning teachers’ attributional tendencies for student misbehavior are largely similar to those observed regarding attributions for low achievement. When faced with student behavioral problems (e.g., disobedience, disruption, aggression; mild, moderate, severe), teachers’ attributions tend to not implicate themselves (e.g., instructional method, curriculum, teacher attitudes, discipline) or administrative factors (e.g., teaching demands, class size) but instead consistently cite factors internal to the student (e.g., ability, effort, personality, social/physical skills) and parental variables (e.g., dysfunction, attitudes, interest; Vernberg and Medway, 1981; Christenson et al, 1983; Miller, 1995; Bibou-Nakou et al, 2000; Mavropoulou and Padeliadu, 2002; Ho, 2004; Kulinna, 2007; McAuliffe et al, 2009; Andreou and Rapti, 2010; Ding et al, 2010; Kauppi and Porhola, 2012; Savina et al, 2014). For example, whereas more than half of the teachers in Ding et al’s (2010) study attributed students’ misbehaviors to students’ lack of effort, with substantial proportions citing various other factors internal to students (e.g., laziness: 32%, study habits: 23%, low interest: 20%), only 0.8% of teachers attributed students’ behavioral difficulties to their own instructional effectiveness or classroom management skills.…”

Section: Resultsmentioning

confidence: 99%

A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences

Wang

Hall

2018

Front. Psychol.

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The current review provides an overview of published research on teachers’ causal attributions since 1970s in the context of theoretical assumptions outlined in Weiner’s (2010) attribution theory. Results across 79 studies are first examined with respect to the prevalence of teachers’ interpersonal causal attributions for student performance and misbehavior, as well as intrapersonal attributions for occupational stress. Second, findings showing significant relations between teachers’ attributions and their emotions and cognitions, as well as student outcomes, are discussed. Third, an overview of results showing the prevalence and implications of teachers’ causal attributions to be moderated by critical background variables is also provided. Finally, observed themes across study findings are highlighted with respect to the fundamental attribution error and the utility of Weiner’s attribution theory for understanding how teachers’ explanations for classroom stressors impact their instruction, well-being, and student development.

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Section: Resultsmentioning

confidence: 99%

A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences

Wang

Hall

2018

Front. Psychol.

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“…The relationship with their students seems to be the greatest source of stress of student teachers during their first experience as a teacher. More specific, classroom discipline (Kaldi, 2009), student misbehavior (Lewis, Romi, Wui & Katz, 2005), and students' inattentive behavior (Ding, Li, Li, & Kulm, 2010) are main concerns of student teachers during their STP. It seems that the so-called 'reality shock' has been moved from the first teaching experiences of beginning teachers to the ones of student teachers.…”

Section: Student-teachers' Stress and Copingmentioning

confidence: 99%

A Typology of Student-Teachers’ Coping with Stressful Classroom Events

Admiraal¹

2020

European Journal of Education

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In teacher education programs, student teachers gain their first autonomous teaching experiences. While students regard the teaching practicum as the most valued part of their teacher education program, they also consider it to be the most stressful. Student teachers are most concerned about daily hassles in class, mostly related to poor student discipline. Yet they also consider direct interaction with students as the main source of their job satisfaction and a reason to enter the profession in the first place. This paradox could imply that feelings of stress do not so much result from the events themselves but from inadequate responses to classroom events. Based on cluster analysis of video-taped lessons and stimulated-recall interviews with 27 student teachers, a typology has been developed of student teachers’ coping with stressful classroom events in secondary education. Responses to classroom events have been grouped into four types of coping: Varying (a combination of problem-focused actions and teaching activities ignoring the problematic classroom event), Hestitating (hesitation to either approach or avoid the classroom event, arousing at the same time tension in the relationship with students), Problem-solving (a series of problem-focused actions), and Avoiding (avoiding or ignoring the problematic classroom event). These types vary along two underlying dimensions: avoidance-approach and calmness-agitation. The coping types particularly differed in the way student teachers approached, avoid or ignored the classroom event, how agitated they were and the length of the coping response. Implications for teacher education are discussed to support student teachers with more approach-coping strategies.

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“…Both the low practicability of interviewing for a large-scale assessment and the high risk of biases decreasing the comparability of the data, limit the use of interviewing in the measurement of student school misbehavior levels. However, interviews can be used as a preliminary step in the construction of questionnaires on student school misbehavior (Ding et al, 2008(Ding et al, , 2010. The use of interviews for small-scale in-depth studies or as a qualitative "supplement" to quantitative data certainly has its place in school discipline research.…”

Section: Strengthsmentioning

confidence: 99%

“…What teachers attribute as causes of student misbehavior, the strategies they use to cope with misbehavior, the association between student misbehavior encountered by teachers and the teachers' emotional exhaustion, and many other student misbehavior-related phenomena have been examined using questionnaires (e.g. Ding et al, 2010;Tsouloupas et al, 2010). Questionnaires are also used in intervention studies to determine their effectiveness in reducing student problem behaviors (e.g.…”

Section: Strengthsmentioning

confidence: 99%

Analýza metodologických přístupů k výzkumu chování žáků ve školách: problematika neporovnatelnosti žákovského sebehodnocení

Bendl¹,

Voňková²,

Papajoanu³

et al. 2018

PedOr

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Problematika měření výstupů školního vzdělávání je velice podstatná jak pro výzkumníky, tak pro pedagogy z praxe. Můžeme rozlišit dva hlavní typy výstupů: výstupy v oblasti studijních výsledků (např. v matematice, informačních a komunikačních technologiích či dějepisu) a výstupy v oblasti chování (školní kázeň). Oba typy výstupů jsou ve škole hodnoceny a známkovány. Pokud bychom však nechali různé učitele hodnotit znalosti a dovednosti stejných žáků, jejich hodnocení by se nezřídka lišilo, což se týká i hodnocení chování žáků. Vyvstává tak následující otázka: Jak přesně měříme výstupy školního vzdělávání? Tato studie má následující cíle: (a) popsat běžně užívané metodologické přístupy k měření chování žáků ve školách a diskutovat jejich výhody a nevýhody. Konkrétně se studie zaměřuje na analýzu školní dokumentace, rozhovory, pozorování a dotazníková šetření. Sekce zabývající se školní dokumentací obsahuje empirickou analýzu školní dokumentace vybraných českých škol; (b) navrhnout inovativní přístup k měření chování žáků ve školách, který by kombinoval žákovské sebehodnocení a žákovské vzájemné hodnocení s metodou ukotvujících vinět s cílem zlepšení porovnatelnosti získaných dat.

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Chinese teachers' attributions and coping strategies for student classroom misbehaviour

Cited by 39 publications

References 28 publications

A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences

A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences

A Typology of Student-Teachers’ Coping with Stressful Classroom Events

Analýza metodologických přístupů k výzkumu chování žáků ve školách: problematika neporovnatelnosti žákovského sebehodnocení

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