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Punishment goals in classroom interventions: An attributional approach
Mathias Twardawski1, Benjamin E Hilbig1, Isabel Thielmann1
1Department of Psychology.
Journal of Experimental Psychology. Applied
|April 16, 2019
Summary
Teachers
Area of Science:
- Educational Psychology
- Social Psychology
Background:
- Student misbehavior is a significant stressor in educational settings.
- Attributional models of punishment goals are established in legal domains but understudied in education.
Purpose of the Study:
- Investigate how teachers' punishment goals relate to their attributions of student misbehavior.
- Examine the influence of perceived cause stability and controllability on teachers' intervention strategies.
Main Methods:
- Three experiments involving laypeople, pre-service teachers, and in-service teachers.
- Participants read scenarios of student misbehavior with manipulated cause stability and controllability.
- A 2x2 within-subjects design was employed to analyze punishment goal support.
Main Results:
- Retribution as a punishment goal was largely independent of the perceived cause of misbehavior.
- Support for special prevention and general prevention goals was significantly influenced by perceived controllability.
- Teachers' punishment goals are not directly transferable from legal domain models.
Conclusions:
- Teachers' classroom intervention strategies are uniquely influenced by their attributions of student misbehavior.
- Perceived controllability of student misbehavior is a key factor in shaping prevention-focused punishment goals.
- Educational psychology requires domain-specific models for understanding teacher responses to student misconduct.
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