教师对具体表扬、条件表扬和不同表扬的使用

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Andrew M. Markelz, Benjamin S. Riden, Margaret T. Floress, Kinga Balint-Langel, Joshua Heath, Shelby K Pavelka
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引用次数: 12

摘要

行为特定表扬是一种基于研究的课堂管理策略,旨在促进学生的适当行为。然而,表扬的特异性可能并不是表扬提高疗效的唯一特征。目前的研究考察了教师自然使用特定的、偶然的和多样化的赞美来理解赞美的额外品质。在自然小学环境中观察到在职特殊教育(n=12)、在职普通教育(n=13)和双重特殊教育/普通教育职前教师(n=17)的表扬声明。统计结果没有显示教师群体和表扬特征之间的差异;然而,描述性结果表明,所有教师群体的总体和具体表扬率都很低。表扬偶然性的百分比(平均范围为59%-91.2%)表明,教师没有根据学生的行为发表足够的表扬声明。此外,表扬多样性的百分比(平均范围=44.5%-57.7%)表明,使用重复的表扬语句可能会降低对学生行为的影响。这些发现和其他启示将在未来的表扬研究中进行讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers’ Use of Specific, Contingent, and Varied Praise
Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher’s natural use of specific, contingent, and varied praise to understand additional qualities of praise. Praise statements of inservice special education (n = 12), inservice general education (n = 13), and dual special education/general education preservice (n = 17) teachers were observed in natural elementary school settings. Statistical results did not indicate differences between teacher groups and praise characteristics; however, descriptive results demonstrate all teacher groups delivered low rates of general and specific praise. Percentages of praise contingency (average range = 59%–91.2%) suggest teachers did not deliver sufficient praise statements contingent on student behavior. Furthermore, percentages of praise variety (average range = 44.5%–57.7%) show use of repetitive praise statements that may reduce efficacy on student behaviors. These findings and other implications are discussed in the context of future praise research.
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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