韩国儿童的冷酷无情特征和反社会行为:与学习动机、学校参与和教师使用奖励和纪律的联系。

IF 3.6
Suhlim Hwang, Rebecca Waller, David J Hawes, Jennifer L Allen
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引用次数: 13

摘要

冷酷无情(CU)特征与对奖励和惩罚线索的非典型反应有关,有证据表明,随着时间的推移,这些特征可能会影响照顾者对奖励和惩罚行为的使用。迄今为止,研究主要集中在父母的奖励和纪律上,而对教师行为管理策略的关注要少得多。本研究的第一个目的是调查CU特质对教师课堂管理策略(奖励和纪律)与两个重要的学校相关结果:学生参与和学习动机之间的关系的潜在调节作用。第二个目的是研究随着时间的推移,CU特征是否与教师使用纪律和奖励策略有关。韩国小学生(N = 218;10-12岁;52%的男生)在两个时间点(一个学年的开始和结束)报告了CU特征、反社会行为、教师课堂管理策略、学校参与和学习动机。首先,严厉的教师纪律预示着较低的学校投入,但仅适用于CU特征较低的儿童。其次,交叉滞后的纵向模型显示,CU特征预测教师奖励使用的减少,高于与反社会行为的关联。在解释反社会行为的模型中,CU特征在横断面或纵向上与严厉的纪律无关。研究结果表明,CU特质与对教师纪律的敏感度降低有关,这表明教师可能需要额外的支持来实施纪律和基于奖励的策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Callous-Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers' Use of Reward and Discipline.

Callous-Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers' Use of Reward and Discipline.

Callous-Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers' Use of Reward and Discipline.

Callous-unemotional (CU) traits have been associated with atypical responses to reward and punishment cues, with evidence suggesting that such traits may shape caregiver use of reward and punishment practices over time. To date, research has predominantly focused on parental rewards and discipline, with far less attention paid to teacher behavior management strategies. The first aim of the current study was to investigate the potential moderating effect of CU traits on the relationship between teacher classroom management strategies (rewards and discipline) and two important school-related outcomes: student engagement and academic motivation. The second aim was to examine whether CU traits were related to teachers' use of discipline and reward strategies over time. Children attending South Korean primary schools (N = 218; aged 10-12 years; 52% boys) reported on CU traits, antisocial behavior, teacher classroom management strategies, school engagement and academic motivation at two time points (the beginning and end of a single academic year). First, harsh teacher discipline predicted lower school engagement, but only for children low in CU traits. Second, cross-lagged longitudinal models showed that CU traits predicted decreased use of teacher rewards, over and above associations with antisocial behavior. CU traits were not related to harsh discipline cross-sectionally or longitudinally in models that accounted for antisocial behavior. Findings show that CU traits are related to reduced sensitivity to teacher discipline, suggesting that teachers may need additional support to implement both discipline and reward-based strategies with children high in these traits.

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来源期刊
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期刊介绍: Research on Child and Adolescent Psychopathology brings together the latest innovative research that advances knowledge of psychopathology from infancy through adolescence. The journal publishes studies that have a strong theoretical framework and use a diversity of methods, with an emphasis on empirical studies of the major forms of psychopathology found in childhood disorders (e.g., disruptive behavior disorders, depression, anxiety, and autism spectrum disorder). Studies focus on the epidemiology, etiology, assessment, treatment, prognosis, and developmental course of these forms of psychopathology. Studies highlighting risk and protective factors; the ecology and correlates of children''s emotional, social, and behavior problems; and advances in prevention and treatment are featured. Research on Child and Adolescent Psychopathology is the official journal of the International Society for Research in Child and Adolescent Psychopathology (ISRCAP), a multidisciplinary scientific society.
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