Reducing Violence in Non-Controlling Ways: A Change Program Based on Self Determination Theory

Autor/inn/en	Assor, Avi; Feinberg, Ofra; Kanat-Maymon, Yaniv; Kaplan, Haya
Titel	Reducing Violence in Non-Controlling Ways: A Change Program Based on Self Determination Theory
Quelle	In: Journal of Experimental Education, 86 (2018) 2, S.195-213 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2016.1277336
Schlagwörter	Violence; Intervention; Coping; Caring; Teacher Role; Comparative Analysis; Program Effectiveness; Student Behavior; Teacher Behavior; Teacher Response; Self Determination; Theories; Classroom Techniques; Interpersonal Communication; Empathy; Hypothesis Testing; Quasiexperimental Design; Questionnaires; Foreign Countries; Elementary Schools; Control Groups; Experimental Groups; Likert Scales; Student Attitudes; Correlation; Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Gewalt; Bewältigung; Care; Pflege; Sorge; Betreuung; Lehrerrolle; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Lehrerkommentar; Selbstbestimmung; Theory; Theorie; Klassenführung; Interpersonale Kommunikation; Empathie; Hypothesenprüfung; Hypothesentest; Fragebogen; Ausland; Elementary school; Grundschule; Volksschule; Likert-Skala; Korrelation; Statistische Analyse
Abstract	This paper presents and examines the first school change program focusing on violence and caring based on self-determination theory (Deci & Ryan, 2012). The program aimed at promoting teachers' capacity to cope with violence and enhance caring without becoming more controlling. Comparisons of the effects of a 22-month-long program in three intervention schools and three control schools indicated that the program (a) reduced violent student behavior and controlling teacher behavior and (b) enhanced caring student behavior and active teacher response to violence. The results suggest that exposure to self-determination theory (SDT) concepts may promote a firm, yet non-controlling, teacher response to violence. More generally, the results highlight the potential for incorporating SDT ideas in violence reduction programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01