A Cross-Cultural Examination of Preschool Teacher Cognitions and Responses to Child Aggression

Autor/inn/en	Pochtar, Randi; Del Vecchio, Tamara
Titel	A Cross-Cultural Examination of Preschool Teacher Cognitions and Responses to Child Aggression
Quelle	In: School Psychology International, 35 (2014) 2, S.176-190 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034312471471
Schlagwörter	Cross Cultural Studies; Preschool Teachers; Schemata (Cognition); Aggression; Foreign Countries; Teacher Student Relationship; Teacher Attitudes; Correlation; Attribution Theory; Cultural Differences; Prediction; Intervention; Western Civilization; Asian Culture; Counseling Techniques; Measures (Individuals); Statistical Analysis; United States; Vietnam + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Cognition; Schema; Kognition; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Korrelation; Kultureller Unterschied; Vorhersage; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Messdaten; Statistische Analyse; USA
Abstract	The associations among preschool teachers' attributions about child responsibility, intentionality, knowledge, and the seriousness of hypothetical displays of children's aggressive behavior are examined in United States ("N"?=?82) and Vietnamese ("N"?=?91) preschool teachers. The results suggest cross-cultural differences as well as similarities in the relations among preschool teachers' cognitions, affect, and disapproval of physical aggression. Teachers' perceptions of the seriousness of and their negative affective responses to aggression, but not their beliefs about intent, predict teacher disapproval for both Vietnamese and US samples. Cross-cultural comparisons indicate in general US teachers express more negative attributions about, and Vietnamese teachers endorse more disapproval of, child aggression. Although the overall cognitive model is consistent across cultures, cross-cultural differences are found on teacher perception and responses to child aggression. It is important to consider such group differences in light of considerations to employ Western educational models or psychological interventions with individuals in non-Western countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10