A Comparison of Australian and Chinese Teachers' Attributions for Student Problem Behaviors

Autor/in	Ho, Irene T.
Titel	A Comparison of Australian and Chinese Teachers' Attributions for Student Problem Behaviors
Quelle	In: Educational Psychology, 24 (2004) 3, S.375-391 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Foreign Countries; Student Problems; Student Behavior; Behavior Problems; Attribution Theory; Teacher Attitudes + Suchen Sie Ihr Suchwort? Ausland; Studienproblem; Student behaviour; Schülerverhalten; Lehrerverhalten
Abstract	The present study compared Australian and Chinese teachers' causal attributions for student behavior. A total of 204 Australian teachers and 269 Chinese teachers rated the importance of four causes (ability, effort, family, teacher) of six student problem behaviors. Results showed that both groups of teachers attributed misbehaviors most to student effort and least to teacher factors. Chinese teachers emphasized family factors more while Australian teachers placed greater importance on ability. There was significant variation in attribution patterns for different types of problems, with effort attribution being equally and strongly emphasized across cultural contexts and behavior types. The results are interpreted in the light of how individualistic and collectivistic values influence teacher thinking, and implications for school-based interventions for behavior problems are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10