Georgette E. Fleming , Antonia L. Boulton , Kelly A. Kershaw , Ashneeta H. Prasad , Eva R. Kimonis
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引用次数: 0
Abstract
This study investigated associations between student callous-unemotional (CU) traits and teacher attributions for misbehavior. Participants were N = 151 elementary school educators who completed a survey assessing a nominated student's psychopathology and CU traits, student-teacher relationship quality, and teacher attributions. Using multiple regression, higher CU traits were associated with lower student-teacher closeness and higher conflict. Both conduct problems and CU traits were positively associated with teachers' attributions of student misbehavior to dispositional causes. CU traits alone were positively associated with attributions regarding the permanence of misbehavior. Findings may have theoretical and practical implications for the development and management of student CU traits.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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