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Article: A comparison of Australian and Chinese teachers' attributions for student problem behaviors

TitleA comparison of Australian and Chinese teachers' attributions for student problem behaviors
Authors
KeywordsEducation psychology
Issue Date2004
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2004, v. 24 n. 3, p. 375-391 How to Cite?
AbstractThe present study compared Australian and Chinese teachers' causal attributions for student behavior. A total of 204 Australian teachers and 269 Chinese teachers rated the importance of four causes (ability, effort, family, teacher) of six student problem behaviors. Results showed that both groups of teachers attributed misbehaviors most to student effort and least to teacher factors. Chinese teachers emphasized family factors more while Australian teachers placed greater importance on ability. There was significant variation in attribution patterns for different types of problems, with effort attribution being equally and strongly emphasized across cultural contexts and behavior types. The results are interpreted in the light of how individualistic and collectivistic values influence teacher thinking, and implications for school-based interventions for behavior problems are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/42606
ISSN
2015 Impact Factor: 1.157
2015 SCImago Journal Rankings: 0.750
References

 

DC FieldValueLanguage
dc.contributor.authorHo, ITen_HK
dc.date.accessioned2007-03-23T04:27:32Z-
dc.date.available2007-03-23T04:27:32Z-
dc.date.issued2004en_HK
dc.identifier.citationEducational Psychology, 2004, v. 24 n. 3, p. 375-391en_HK
dc.identifier.issn0144-3410en_HK
dc.identifier.urihttp://hdl.handle.net/10722/42606-
dc.description.abstractThe present study compared Australian and Chinese teachers' causal attributions for student behavior. A total of 204 Australian teachers and 269 Chinese teachers rated the importance of four causes (ability, effort, family, teacher) of six student problem behaviors. Results showed that both groups of teachers attributed misbehaviors most to student effort and least to teacher factors. Chinese teachers emphasized family factors more while Australian teachers placed greater importance on ability. There was significant variation in attribution patterns for different types of problems, with effort attribution being equally and strongly emphasized across cultural contexts and behavior types. The results are interpreted in the light of how individualistic and collectivistic values influence teacher thinking, and implications for school-based interventions for behavior problems are discussed.en_HK
dc.format.extent114840 bytes-
dc.format.extent25088 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/msword-
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_HK
dc.relation.ispartofEducational Psychologyen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectEducation psychologyen_HK
dc.titleA comparison of Australian and Chinese teachers' attributions for student problem behaviorsen_HK
dc.typeArticleen_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.doi10.1080/0144341042000211706en_HK
dc.identifier.scopuseid_2-s2.0-2442559289en_HK
dc.identifier.hkuros90008-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-2442559289&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume24en_HK
dc.identifier.issue3en_HK
dc.identifier.spage375en_HK
dc.identifier.epage391en_HK
dc.publisher.placeUnited Kingdomen_HK

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