A Cross-Sectional Study of Interpersonal Perception.

Autor/inn/en	Blerhoff-Alfermann, Dorothee; Bierhoff, Hans W.
Titel	A Cross-Sectional Study of Interpersonal Perception.
Quelle	(1980), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Age Differences; Attribution Theory; Children; Cognitive Processes; Developmental Stages; Elementary Secondary Education; Intermediate Grades; Interpersonal Relationship; Student Teacher Relationship; Teacher Behavior; Germany + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Mittelstufe; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher behaviour; Lehrerverhalten; Deutschland
Abstract	Perceived causality for events seems to be age-related, the cognitive structures of older children being more complex. The influence of age on interpersonal perception was examined by comparing the preferred causal attributions of youngsters in grades 5-13 for teacher behavior. A pilot study produced eight explanations of teacher behavior: (1) experience and education, (2) affect, (3) modeling, (4) interest in teaching, (5) role expectations, (6) external conditions, (7) educational goals, and (8) professional skills. In two studies, students (N=409) in grades 5, 7, 9, 11, and 13 read and attributed pilot study explanations to descriptions of teacher-pupil interaction. Teacher behavior was varied in a 2 X 2 design with type of interaction (asymmetrical/mutual contingency) and extremity of interaction as factors. Results indicate the attribution of explanations varies with grade, with younger pupils emphasizing role expectations, modeling and affect, while older pupils prefer internal explanations. This pattern of results is independent of variations in the type of interaction. Fifth graders' attributions are different from older students' attributions, suggesting a possible qualitative change of attributions from fifth to seventh grade. (Author/NRB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC