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Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences

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Zeitschriftentitel: Scandinavian Journal of Psychology
Personen und Körperschaften: Rydell, Ann‐Margret, Henricsson, Lisbeth
In: Scandinavian Journal of Psychology, 45, 2004, 2, S. 93-102
Format: E-Article
Sprache: Englisch
veröffentlicht:
Wiley
Schlagwörter:
General Psychology
Arts and Humanities (miscellaneous)
Developmental and Educational Psychology
General Medicine
author_facet Rydell, Ann‐Margret
Henricsson, Lisbeth
Rydell, Ann‐Margret
Henricsson, Lisbeth
author Rydell, Ann‐Margret
Henricsson, Lisbeth
spellingShingle Rydell, Ann‐Margret
Henricsson, Lisbeth
Scandinavian Journal of Psychology
Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
General Psychology
Arts and Humanities (miscellaneous)
Developmental and Educational Psychology
General Medicine
author_sort rydell, ann‐margret
spelling Rydell, Ann‐Margret Henricsson, Lisbeth 0036-5564 1467-9450 Wiley General Psychology Arts and Humanities (miscellaneous) Developmental and Educational Psychology General Medicine http://dx.doi.org/10.1111/j.1467-9450.2004.00384.x <jats:p>Rydell, A.‐M. &amp; Henricsson, L. (2004). Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences.<jats:italic> Scandinavian Journal of Psychology, 45</jats:italic>, 93–102.</jats:p><jats:p>Strategies for dealing with problematic student behavior are an important part of the teacher role. Relations between teachers’ perceptions of control over children's classroom behavior, teacher orientation and teachers’ strategy preferences when confronted with externalizing child behaviors were investigated. Eighty‐six primary school teachers, 91% of all first grade teachers in one municipality in Sweden, completed a questionnaire. <jats:italic>Disciplinary strategy preferences </jats:italic>were measured through vignettes describing externalizing child behaviors, with response alternatives modeled after the Parental Discipline Interview (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="#b44">Scarr, Pinkerton &amp; Eisenberg, 1991</jats:ext-link>). <jats:italic>Perceived control</jats:italic> was measured with a subscale applied to teachers from the Parental Locus of Control Scale (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="#b9">Campis, Lyman &amp; Prentice‐Dunn, 1986</jats:ext-link>). Newly constructed measures of <jats:italic>teacher orientation </jats:italic>were used. The results indicated that perceived low control over one's classroom situation and a custodial teacher orientation were associated with preferences for authoritarian strategies (firm verbal reprimands, physical restraint) and perceived high control and a humanistic teacher orientation were associated with non‐authoritarian strategies (e.g. reasoning with students). Teachers’ strategy preferences and associations between perceived control, teacher orientation and strategy preferences were to some extent validated in relations to observed teacher behavior in a subsample of the classrooms.</jats:p> Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences Scandinavian Journal of Psychology
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title Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_unstemmed Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_full Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_fullStr Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_full_unstemmed Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_short Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_sort elementary school teachers’ strategies to handle externalizing classroom behavior: a study of relations between perceived control, teacher orientation and strategy preferences
topic General Psychology
Arts and Humanities (miscellaneous)
Developmental and Educational Psychology
General Medicine
url http://dx.doi.org/10.1111/j.1467-9450.2004.00384.x
publishDate 2004
physical 93-102
description <jats:p>Rydell, A.‐M. &amp; Henricsson, L. (2004). Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences.<jats:italic> Scandinavian Journal of Psychology, 45</jats:italic>, 93–102.</jats:p><jats:p>Strategies for dealing with problematic student behavior are an important part of the teacher role. Relations between teachers’ perceptions of control over children's classroom behavior, teacher orientation and teachers’ strategy preferences when confronted with externalizing child behaviors were investigated. Eighty‐six primary school teachers, 91% of all first grade teachers in one municipality in Sweden, completed a questionnaire. <jats:italic>Disciplinary strategy preferences </jats:italic>were measured through vignettes describing externalizing child behaviors, with response alternatives modeled after the Parental Discipline Interview (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="#b44">Scarr, Pinkerton &amp; Eisenberg, 1991</jats:ext-link>). <jats:italic>Perceived control</jats:italic> was measured with a subscale applied to teachers from the Parental Locus of Control Scale (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="#b9">Campis, Lyman &amp; Prentice‐Dunn, 1986</jats:ext-link>). Newly constructed measures of <jats:italic>teacher orientation </jats:italic>were used. The results indicated that perceived low control over one's classroom situation and a custodial teacher orientation were associated with preferences for authoritarian strategies (firm verbal reprimands, physical restraint) and perceived high control and a humanistic teacher orientation were associated with non‐authoritarian strategies (e.g. reasoning with students). Teachers’ strategy preferences and associations between perceived control, teacher orientation and strategy preferences were to some extent validated in relations to observed teacher behavior in a subsample of the classrooms.</jats:p>
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author Rydell, Ann‐Margret, Henricsson, Lisbeth
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description <jats:p>Rydell, A.‐M. &amp; Henricsson, L. (2004). Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences.<jats:italic> Scandinavian Journal of Psychology, 45</jats:italic>, 93–102.</jats:p><jats:p>Strategies for dealing with problematic student behavior are an important part of the teacher role. Relations between teachers’ perceptions of control over children's classroom behavior, teacher orientation and teachers’ strategy preferences when confronted with externalizing child behaviors were investigated. Eighty‐six primary school teachers, 91% of all first grade teachers in one municipality in Sweden, completed a questionnaire. <jats:italic>Disciplinary strategy preferences </jats:italic>were measured through vignettes describing externalizing child behaviors, with response alternatives modeled after the Parental Discipline Interview (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="#b44">Scarr, Pinkerton &amp; Eisenberg, 1991</jats:ext-link>). <jats:italic>Perceived control</jats:italic> was measured with a subscale applied to teachers from the Parental Locus of Control Scale (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="#b9">Campis, Lyman &amp; Prentice‐Dunn, 1986</jats:ext-link>). Newly constructed measures of <jats:italic>teacher orientation </jats:italic>were used. The results indicated that perceived low control over one's classroom situation and a custodial teacher orientation were associated with preferences for authoritarian strategies (firm verbal reprimands, physical restraint) and perceived high control and a humanistic teacher orientation were associated with non‐authoritarian strategies (e.g. reasoning with students). Teachers’ strategy preferences and associations between perceived control, teacher orientation and strategy preferences were to some extent validated in relations to observed teacher behavior in a subsample of the classrooms.</jats:p>
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spelling Rydell, Ann‐Margret Henricsson, Lisbeth 0036-5564 1467-9450 Wiley General Psychology Arts and Humanities (miscellaneous) Developmental and Educational Psychology General Medicine http://dx.doi.org/10.1111/j.1467-9450.2004.00384.x <jats:p>Rydell, A.‐M. &amp; Henricsson, L. (2004). Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences.<jats:italic> Scandinavian Journal of Psychology, 45</jats:italic>, 93–102.</jats:p><jats:p>Strategies for dealing with problematic student behavior are an important part of the teacher role. Relations between teachers’ perceptions of control over children's classroom behavior, teacher orientation and teachers’ strategy preferences when confronted with externalizing child behaviors were investigated. Eighty‐six primary school teachers, 91% of all first grade teachers in one municipality in Sweden, completed a questionnaire. <jats:italic>Disciplinary strategy preferences </jats:italic>were measured through vignettes describing externalizing child behaviors, with response alternatives modeled after the Parental Discipline Interview (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="#b44">Scarr, Pinkerton &amp; Eisenberg, 1991</jats:ext-link>). <jats:italic>Perceived control</jats:italic> was measured with a subscale applied to teachers from the Parental Locus of Control Scale (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="#b9">Campis, Lyman &amp; Prentice‐Dunn, 1986</jats:ext-link>). Newly constructed measures of <jats:italic>teacher orientation </jats:italic>were used. The results indicated that perceived low control over one's classroom situation and a custodial teacher orientation were associated with preferences for authoritarian strategies (firm verbal reprimands, physical restraint) and perceived high control and a humanistic teacher orientation were associated with non‐authoritarian strategies (e.g. reasoning with students). Teachers’ strategy preferences and associations between perceived control, teacher orientation and strategy preferences were to some extent validated in relations to observed teacher behavior in a subsample of the classrooms.</jats:p> Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences Scandinavian Journal of Psychology
spellingShingle Rydell, Ann‐Margret, Henricsson, Lisbeth, Scandinavian Journal of Psychology, Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences, General Psychology, Arts and Humanities (miscellaneous), Developmental and Educational Psychology, General Medicine
title Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_full Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_fullStr Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_full_unstemmed Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_short Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
title_sort elementary school teachers’ strategies to handle externalizing classroom behavior: a study of relations between perceived control, teacher orientation and strategy preferences
title_unstemmed Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences
topic General Psychology, Arts and Humanities (miscellaneous), Developmental and Educational Psychology, General Medicine
url http://dx.doi.org/10.1111/j.1467-9450.2004.00384.x