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

Bibliographic Data

ID2269552
AuthorsPatricia Kearney, Patricia M Kearney (0000-0001-9599-3540, California State University, Long Beach), Timothy G Plax (California State University, Long Beach)
Year1987
Volume14
Issue2
Pages145-166
Publication date1987-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHuman Communication Research (JOURNAL)
Journal identifiersISSN: 0360-3989 • E-ISSN: 1468-2958
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/j.1468-2958.1987.tb00125.x
OpenAlexW2053729968
LanguageEN
Citations received3
References cited26

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