One hundred forty-four elementary school students, 72 boys and 72 girls across Grades 1 through 5, who differed in classroom adjustment were presented with three written vignettes portraying inappropriate student behavior. Interviews probed students' predictions of their teacher's motivation and response to the three vignette characters as well as students' own understanding of and response to the vignette characters. Student reports varied across vignettes and, within this, differed primarily by grade level. Older students' responses were typically more elaborated and differentiating. Younger students' constructs tended to be more global, emotional, and value-laden. Girls evidenced more elaborated understanding of their teacher's motivation and behavior than boys. Nonproblem students' working knowledge of the classroom, including discussion of their teacher, the vignette characters, and their reaction to them, did not differ from that of students who had a range of difficulties in the classroom. Of the troublesome students, only the hyperactive students were notable for their differential responses.
ASJC Scopus subject areas
- Developmental and Educational Psychology