Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Pupils' causal attributions for difficult classroom behaviour.

A Miller1, E Ferguson, I Byrne

  • 1School of Psychology, University of Nottingham, UK. am@psychology.nottingham.ac.uk

The British Journal of Educational Psychology
|April 15, 2000
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Effects of dopamine on T-lymphocyte proliferative responses and serum prolactin concentrations in critically ill patients.

Critical care medicine·1992
Same author

Lung function testing: selection of reference values and interpretative strategies.

The American review of respiratory disease·1992
Same author

Defense behavior and coping in an autistic savant: the story of Temple Grandin, PhD.

Psychiatry·1992
Same author

Comparative quantitative evaluation of pleural fibrosis and its effects on pulmonary function in two large asbestos-exposed occupational groups--insulators and sheet metal workers.

Environmental research·1992
Same author

Identification of a repetitive element in the snail Biomphalaria glabrata: relationship to the reverse transcriptase-encoding sequence in LINE-1 transposons.

Gene·1992
Same author

On creativity.

Arthritis and rheumatism·1992
Same journal

The risk and resilience factors associated with secondary traumatic stress in school personnel: A scoping review.

The British journal of educational psychology·2026
Same journal

How teacher behaviour in student-teacher dyads relates to boys' and girls' mathematics anxiety. An investigation of interpersonal profiles.

The British journal of educational psychology·2026
Same journal

Decoding reading comprehension from eye movements in narrative and expository texts: A keyword- and whole-text-level comparison.

The British journal of educational psychology·2026
Same journal

Are teachers' knowledge of dyslexia, perceived teaching ability and warmth during teaching related to Chinese students' reading development?

The British journal of educational psychology·2026
Same journal

"Just put them in a group?" Teaching cooperation in childhood: Behavioural effects of a structured, tech-supported intervention.

The British journal of educational psychology·2026
Same journal

Promoting student well-being in schools: Intervention effects and the role of student-student relationships and intrinsic motivation.

The British journal of educational psychology·2026
See all related articles

Pupils attribute difficult classroom behavior to teacher fairness and personal vulnerability more than family or strictness. Understanding these differing causal attributions is key for effective behavior interventions.

Area of Science:

  • Educational Psychology
  • Child Development

Background:

  • Research on causal attributions in education primarily focuses on academic performance.
  • Fewer studies investigate teachers' attributions for student behavior in schools.

Purpose of the Study:

  • Examine pupils' causal attributions for difficult classroom behavior.
  • Identify the structure of these attributions.
  • Compare pupil attributions with existing teacher attributions.

Main Methods:

  • Conducted small group interviews with pupils to identify causes of difficult behavior.
  • Developed and administered a questionnaire to 105 first-year secondary pupils.
  • Utilized factor analysis to determine attributional structures.

Main Results:

Related Experiment Videos

  • Pupils' attributions for misbehavior were categorized into four factors: 'fairness of teacher's actions,' 'pupil vulnerability,' 'adverse family circumstances,' and 'strictness of classroom regime.'
  • Pupils perceived 'fairness of teacher's actions' and 'pupil vulnerability' as more significant causes of misbehavior than 'adverse family circumstances' or 'strictness of classroom regime.'
  • No significant gender differences were found in attributional patterns.

Conclusions:

  • Pupil attributions for difficult classroom behavior significantly differ from teacher attributions.
  • Interventions addressing pupil behavior must consider these divergent attributional styles for success.