98 elementary school teachers read vignettes depicting incidents involving (fictional) students who presented chronic behavior problems and then told how they would respond if the incidents occurred in their classrooms. Responses were coded for attributions about the students and about the Ss' roles in causing and correcting the problems. Ss attributed controllability and intentionality to students presenting teacher-owned problems but not to students presenting student-owned problems. Students presenting shared problems often were seen as able to control their behavior but not as misbehaving intentionally. The contrasting patterns of attribution seen in these 3 levels of problem ownership were associated with contrasting patterns of goals and strategies, as well. The data bear out expectations based on attributional analyses of helping behavior but raise questions about teachers' preparedness to cope with problem students. (24 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
- teacher- vs student-owned problems, perceptions of & strategies for coping with problem students, elementary school teachers
ASJC Scopus subject areas
- Developmental and Educational Psychology