The effects of teachers' verbal behaviors on kindergartners' perceptions of competence

Abstract

The purpose of this study was to examine changes in kindergartners' perceptions of competence and to determine the effects of teachers' verbal behaviors on these perceptions. A sample of 168 kindergartners from 31 classrooms participated in a pre‐ and posttest administration of the Pictorial Scale of Perceived Competence and Social Acceptance and three classroom observations. Kindergartners in this study generally reported high perceptions of competence. The drop in perceptions documented in previous research was not found in this study, suggesting that the developmental change occurs after kindergarten. A modest significant correlation between perceptions of competence and both academic skills and teacher ratings indicated that children were developing more accurate judgements. Teachers' verbal behaviors were not related to students' perceptions of competence. In contrast, the amount of praise that students received was related to the instructional style of the teacher and the frequency in which students were criticized was related to their academic skills. Implications for educational practice are discussed. © 1997 John Wiley & Sons, Inc.

Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance?

“…Findings indicate that when teachers criticize youths' poor school performance and attribute their poor outcomes to youths' abilities, youths will exhibit less effort at school, negative attitudes toward school and teachers, and low motivation toward school work (Dweck, Davidson, Nelson, & Enna, 1978;Montague & Rinaldi, 2001;Simonson & Strein, 1997).…”

“…Some studies related to the effect of teachers' criticizing feedbacks on youths' attitudes toward school offer important findings related to the potential influences of teachers' negative and stigmatizing and biased attitudes on youths' attitudes toward school (Dweck et al, 1978;Montague & Rinaldi, 2001;Simonson & Strein, 1997). For example, Montague and Rinaldi (2001) conducted a longitudinal study to investigate the effect of teachers' response toward academic performance and behaviors of children at risk for developing learning, emotionally, and behavioral disorders (LD/EBD) on children's school engagement and perceptions about teachers' expectation.…”