Situational and Individual Determinants of Teachers' Reported Use of Behavior Alteration Techniques

Datos Bibliográficos

ID2269552
AutoresPatricia Kearney, Patricia M Kearney (0000-0001-9599-3540, California State University, Long Beach), Timothy G Plax (California State University, Long Beach)
Año1987
Volumen14
Número2
Páginas145-166
Fecha de publicación1987-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHuman Communication Research (JOURNAL)
Identificadores de la revistaISSN: 0360-3989 • E-ISSN: 1468-2958
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1111/j.1468-2958.1987.tb00125.x
OpenAlexW2053729968
IdiomaEN
Citas recibidas3
Referencias citadas26

Tying together principles applicable to compliance-gaining from both interpersonal and instructional communication theory and research, this investigation focused on situational and individual difference determinants of teachers’ strategy selection in the classroom. Specifically, this study required teachers to focus on student misbehavior scenarios that reflected the situational determinants of misbehavior type (active/passive) and intensity (moderate/severe). Results indicated that teachers’ compliance-gaining message selection was influenced substantially by misbehavior type, and to a lesser extent, misbehavior intensity. Assessments of teachers’ and students’ gender confirmed stereotypic differences for male and female teachers’ reported technique use, but no student gender effect was obtained. These findings are compared with those obtained with prospective teachers (Plax, Kearney, & Tucker, 1986). Results are discussed in terms of cognitive scheme development for classroom management

Classroom management · Developmental psychology · Interpersonal communication · Mathematics education · Selection (genetic algorithm · Situational ethics · Applied Psychology · Bullying, Victimization, and Aggression · Communication in Education and Healthcare · Psychology · Rhetoric and Communication Studies · Social Psychology