Motivational Factors in Teachers' Handling of Problem Students. [Report No.: IRT-RS-115

Autor/inn/en	Brophy, Jere E.; Rohrkemper, Mary M.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Motivational Factors in Teachers' Handling of Problem Students. [Report No.: IRT-RS-115
Quelle	(1982), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Aggression; Attitude Change; Discipline; Elementary Education; Individual Differences; Locus of Control; Problem Children; Problem Solving; Role Perception; Self Concept; Socialization; Student Behavior; Student Teacher Relationship; Teacher Attitudes; Teacher Motivation; Teacher Response; Teacher Role + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Disziplin; Elementarunterricht; Individueller Unterschied; Problem child; Child at risk; Risikokind; Problemlösen; Role conception; Rollenverständnis; Selbstkonzept; Socialisation; Sozialisation; Student behaviour; Schülerverhalten; Lehrerverhalten; Lehrerkommentar; Lehrerrolle
Abstract	Several teacher motivation variables were examined for relationships to stategies teachers use for responding to problem students. During interviews, 98 elementary school teachers described general strategies to twelve types of problem students: (1) failure syndrome; (2) perfectionist; (3) underachiever; (4) low achiever; (5) hostile aggressive; (6) defiant; (7) passive-aggressive; (8) hyperactive; (9) easily distracted; (10) immature; (11) shy/withdrawn; and (12) rejected by peers. Teachers also discussed specific responses they would make to typical classroom events in which the twelve problems occurred. It was found that teachers whose role definitions stressed general student socialization (rather than a more narrow emphasis on instructing students in the curriculum) made greater efforts to help problem students and were more willing to make allowances for them. Data also indicated that teachers' responses to problem students were affected by causal attributions, teacher-versus-student ownership of problems, and by more specific motives arising from the impact of the students' behavior on teachers' needs, emotions, and values. In dealing specifically with hostile-aggressive students, teachers were found to react differently according to their motivation: (1) by personal concern for these students; (2) by a sense of personal responsibility to prevent students from developing into violent or criminal adults; (3) by survival concerns; and (4) by personal anger or irritation with hostile-aggressive students. (JD)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01