What’s in a diagnosis
The effect of externalizing and internalizing students’ behaviour on pre‐service teachers’ classroom management and interaction strategies
Bibliographic Data
| ID | 9615473 |
|---|---|
| Authors | Sabine Glock (0000-0003-1678-2337, Institute for Educational Research School of Education Bergische Universität Wuppertal Germany, corresponding author), Ineke M Pit‐ten Cate (0000-0002-9847-9683, Faculty of Humanities, Education and Social Sciences Luxembourg Centre for Educational Testing (LUCET) University of Luxembourg Luxembourg, corresponding author) |
| Year | 2021 |
| Volume | 91 |
| Issue | 4 |
| Pages | 1185-1201 |
| Publication date | 2021-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12412 |
| PMID | 33682106 |
| OpenAlex | W3135478078 |
| Language | EN |
| Citations received | 3 |
| References cited | 59 |
BACKGROUND: All over the word, classrooms are getting more and more diverse and teachers are required to effectively manage these classes even when students have special education needs (SEN). AIMS: The study aimed to investigate classroom management strategies and interpersonal teacher behaviour in relation to students internalizing and externalizing behaviour, whereby we varied the diagnosis of special educational needs. SAMPLE: Two hundred and fifty-four German pre-service teachers (143 female) with a mean age of 26.04 years participated in the study. METHOD: Using an experimental between-subjects design, a fictitious student was described as exhibiting either internalizing or externalizing behaviour. Additionally, we varied whether the student was diagnosed as having SEN or not. The participants were asked to indicate which strategies they would apply and how they would interact with students. RESULTS: Results showed that teacher interaction in response to both students with internalizing and externalizing behaviour approached ideal interpersonal teacher behaviour (i.e. high level of cooperativeness with certain level of dominance), whereas pre-service teachers applied all classroom management strategies to minimize effects of student behaviour on learning time. Although pre-service teachers adapted their responses based on type of behaviour, they only made allowances for internalizing behaviour while their response to externalizing behaviour did not vary much as a function of a SEN diagnosis. CONCLUSIONS: Together, these findings highlight the importance of providing pre-service teachers with the pedagogical knowledge concerning effective classroom management and flexible use of strategies in response to diverse student needs in inclusive classrooms
Classroom management · Cooperativeness · Developmental psychology · Dominance (genetics) · Interpersonal communication · Mathematics education · Behavioral and Psychological Studies · Collaborative Teaching and Inclusion · Educational and Psychological Assessments · Psychology · Social Psychology
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Lazy, Dumb, or Industrious
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A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes
Two decades of research on teacher–student relationships in class
The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems.
Professional competence of teachers
The Prosocial Classroom
Teacher Efficacy
Prejudice, Discrimination and Racism
Regular primary schoolteachers’ attitudes towards inclusive education
Accuracy and Expectancy-confirming Processing Orientations and the Development of Stereotypes and Prejudice
Gender and student misbehavior
Success and near misses
How teachers respond to school bullying
Stop talking out of turn
A second-grade teacher's adaptive teaching during an integrated science-literacy unit
Teacher interpersonal behaviour and student motivation in competence-based vocational education
Differences among Teachers in a Task Characterized by Simultaneity, Multidimensionality, and Immediacy
The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |