An Attributional Analysis of Teachers’ Affective Reactions to Student Success and Failure
Bibliographic Data
| ID | 8224306 |
|---|---|
| Authors | Richard S Prawat (Michigan State University, corresponding author), Joe L Byers (Michigan State University), Ariel H Anderson (Michigan State University) |
| Year | 1983 |
| Volume | 20 |
| Issue | 1 |
| Pages | 137-152 |
| Publication date | 1983-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312020001137 |
| OpenAlex | W2119733788 |
| Language | EN |
| Citations received | 16 |
| References cited | 6 |
This study builds on previously established attribution-affect linkages in an effort to better understand teachers’ evaluative reactions to student success and failure. In the scenarios presented to teachers, students who differed in ability and in the amount of effort they expended were described as doing well or poorly on important tests. An additional manipulation related to the consistency of effort expended by students. It was thought that teachers would assume more responsibility for outcomes tied to dramatic, recent shifts in student motivation. Teacher ratings of 10 key affects (e.g., pride, guilt, anger) were used as dependent variables. As predicted, the affective reactions of teachers indicate that they are more willing to accept personal responsibility for certain kinds of student outcomes than others. Results bear out the notion that teacher affect provides valuable insight into teacher attributional thinking
Academic achievement · Affect (linguistics · Anger · Attribution · Consistency (knowledge bases · Mathematics education · Pride · Student achievement · Communication in Education and Healthcare · Education, Achievement, and Giftedness · Psychology · Social Psychology · Teacher Education and Leadership Studies
Preservice teachers' responses to bullying scenarios
Measuring Teachers’ enjoyment, anger, and anxiety
Teachers' attributions and beliefs about girls, boys, and mathematics
An Appraisal Perspective of Teacher Burnout
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior
“I feel enthusiastic, when the homework is done well”
Teachers’ emotions and emotional authenticity
A latent profile analysis of teachers’ causal attribution for academic success or failure
Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties
Nice, but not smart? Attributional backlash from displaying prosocial behavior in the classroom
When “I care” is not enough
Teacher anger
Facets of teachers' emotional lives
Classroom Management
Student Beliefs About the Causes of Success and Failure in Music
Two Decades of Research on Teacher Expectations
| Unique citing works | 16 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 1986 - 2023 (38) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 16 |