Teachers’ Reactions Towards Misbehavior in the Classroom

Çoban, Ahmet

doi:10.15390/eb.2015.4520

Cited by 3 publications

(3 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Overall, the present study seems to support the claims that the content of pre-service teachers' knowledge from their own schooling experiences does not fully align with what scientific evidence suggests to be effective teaching (Wubbels, 1992;Balli, 2011). The strong focus on reactive strategies like verbal warnings in the present study can be interpreted in such a way that this a very easily observable and automatic behavior that seems to be used by teachers in practice quite often when dealing with student misbehavior (Çoban, 2015;Korpershoek et al, 2016;Heikonen et al, 2017). Minimal, non-verbal intervention may remain unnoticed by students, in particular when they are not involved in the disruptive behavior themselves.…”

Section: Content Of Knowledge From Own Schooling Experiencescontrasting

confidence: 58%

Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation

Baier-Mosch,

Kunter

2024

Front. Educ.

View full text Add to dashboard Cite

We investigated two sources of classroom management knowledge in 93 pre-service teachers. The first research question focused on knowledge from university studies, which is thought to be evidence-based knowledge, and whether its use for problem solving in the classroom can be fostered by means of knowledge activation. The experiment showed that knowledge activation did not lead to higher use of knowledge from university studies and better problem solving. The second research question focused on knowledge from own schooling experiences and its content as compared to knowledge from university studies. The pre-service teachers’ knowledge from own schooling was strongly focused on simple reactive strategies, only as compared to knowledge from university studies.

show abstract

Section: Content Of Knowledge From Own Schooling Experiencescontrasting

confidence: 58%

Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation

Baier-Mosch,

Kunter

2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…This may happen because the teachers do not perceive the students' misbehavior as a demand but as habitual conduct inherent in the school context, which needs to be managed and administered as part of their classroom activities. In other words, they are probably perceived as expected behaviors, which need to be controlled over the class period (Çoban, 2015;van Wingerden et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Work Demands, Personal Resources and Work Outcomes: The Mediation of Engagement

Júnior

Ferreira²,

Valentini

2021

Univ Psychol

View full text Add to dashboard Cite

The study tested a model of relationships of work demands (work overload and misbehavior of the students) and personal resources (self-efficacy) with job outcomes (turnover intention and job crafting behavior), as well as the mediation of work engagement on those relationships. The sample consisted of 451 Brazilian teachers, male and female (70.7% female), with ages ranging from 20 to 69 years (M = 38.63; SD = 10.36). The data analysis was performed through structural equation modeling and the fit indices were adequate. The results showed that work engagement mediated self-efficacy relationships with turnover intention and job crafting behavior. These findings present evidence for the JD-R Theory, according to which the demands exhaust the worker’s energy and produce negative outcomes at work, while the personal resources improve the work engagement and produce more positive outcomes. Training programs could be implemented to develop self-efficacy and attitudes of greater work engagement in the teachers, which could make them more proactive and guarantee that they continue in their jobs.

show abstract

“…A la hora de tomar medidas para reconducir las clases y disminuir las conductas disruptivas, los docentes utilizan mayormente estrategias de carácter conductual. Algunos ejemplos son el uso de recompensas y reforzamiento positivo (Escribano et al, 2014;Latorre y Teruel, 2009), procedimientos de extinción (Dada y Okunade, 2014;Çoban, 2015), o el refuerzo del conocimiento de las normas y análisis de situaciones (Pérez, Amador y Vargas, 2011). Sin embargo, las estrategias conductuales que parecen ser las más empleadas en los centros educativos son las medidas correctoras de carácter punitivo (Ari, Kizislaslan y Demir, 2016;Jurado y Justiniano, 2016;Weyns et al, 2017).…”

Section: Introductionunclassified

Inteligencia emocional, empatía y comportamiento disruptivo:estudio piloto en un aula de primaria

Corral-Martínez¹,

dx.medra.org²

2021

Informació Psicològica

View full text Add to dashboard Cite

Uno de los problemas frecuentes que afrontan los docentes en las aulas son las conductas disruptivas. Estudios previos han mostrado que variables afectivas como la empatía y la inteligencia emocional se relacionan con menos conductas problemáticas. El presente trabajo es un estudio piloto en el que se evaluó la frecuencia de las conductas disruptivas (altas y bajas) en un grupo de alumnos de educación primaria (N=25), así como su relación con la inteligencia emocional y la empatía. Para ello se utilizaron el Cuestionario de Conductas disruptivas en el aula de Simón, Gómez y Alonso-Tapia (2013), la versión española del inventario de empatía IRI (Davis, 1983), y la versión española del EQ-YV de Bar-on (1997). Los resultados muestran una relación negativa entre distintas dimensiones de la inteligencia emocional y la empatía con la frecuencia de conductas disruptivas. También se observó un mayor nivel de inteligencia emocional y empatía en el alumnado con menor frecuencia de conductas disruptivas leves y graves. No se han observado diferencias entre los niños y las niñas.

show abstract

Teachers’ Reactions Towards Misbehavior in the Classroom

Cited by 3 publications

References 12 publications

Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation

Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation

Work Demands, Personal Resources and Work Outcomes: The Mediation of Engagement

Inteligencia emocional, empatía y comportamiento disruptivo:estudio piloto en un aula de primaria

Contact Info

Product

Resources

About