A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior

IF 1.7 4区教育学 Q2 EDUCATION, SPECIAL Education and Treatment of Children Pub Date : 2019-10-08 DOI:10.1353/etc.2019.0026

Shannon L. Nemer, K. Sutherland, Jason C. Chow, Rachel L. Kunemund

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引用次数: 19

Abstract

Abstract:Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student behavior, little is known about the critical role of teacher attributions, which can affect both teacher responses to challenging behavior and the acceptance of interventions. This systematic review aimed to identify dimensions used in the literature on teacher attributions for challenging student behavior in K–5 classrooms. A search of three databases resulted in 25 peer-reviewed articles with a variety of measures that characterized teacher attributions along three dimensions: locus, controllability, and stability. Further, nearly half the articles divided the dimension of locus into four distinct factors. Implications for practitioners and future research directions are discussed.

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一项系统的文献综述，确定教师归因对学生行为的挑战维度

摘要:孩子们进入小学时往往对学业和社会情感挑战毫无准备。这可能导致具有挑战性的行为，对学生的教育经历产生负面影响，使他们面临情绪和行为障碍(EBD)的风险，并影响与教师的关系。尽管对学生行为进行了大量的研究，但对教师归因的关键作用知之甚少，教师归因会影响教师对挑战性行为的反应和对干预的接受程度。本系统综述旨在确定在K-5课堂中教师归因挑战学生行为的文献中使用的维度。通过对三个数据库的搜索，得出了25篇同行评议的文章，这些文章采用了多种测量方法，从三个维度来描述教师的归因:轨迹、可控性和稳定性。此外，近一半的文章将轨迹维度划分为四个不同的因素。讨论了对实践者的启示和未来的研究方向。

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来源期刊

Education and Treatment of Children Multiple-

CiteScore

1.70

自引率

10.00%

发文量

期刊介绍： Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth who are at risk for or experiencing emotional or behavioral problems. A primary criterion for publication is that the material be of direct value to educators, parents, child care providers, or mental health professionals in improving the effectiveness of their services. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information.