中学教师实际奖惩运用与感知奖惩运用探析

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Margaret T. Floress, M. Beaudoin, Ronan S. Bernas
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引用次数: 9

摘要

本研究旨在为教育工作者找到一种方法来提高他们的表扬和谴责反思的准确性,从而最终提高他们设置、监督和评估他们使用表扬和谴责的能力。为了做到这一点,将教师自然使用的表扬和谴责(在没有干预的情况下)与他们感知到的使用进行比较。对66名初高中教师进行20分钟的直接观察,获得表扬和斥责率。在观察之后,老师们报告了他们对表扬和谴责的使用。采用t检验和方差分析(ANOVA)来确定表扬和斥责类型之间的差异。相关性被用来确定感知和实际的表扬和斥责使用之间的关系。统计结果显示,教师使用一般表扬多于行为表扬,使用温和训斥多于其他训斥。教师对GP的实际使用和感知使用呈正相关,教师对温和训斥、手势训斥和全面训斥的实际使用和感知使用呈正相关。此外,教师的实际表扬和感知表扬之间存在较大差异,他们的实际训斥和感知训斥之间也存在较大差异。讨论了未来的研究和这些发现的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use
The present study aimed to identify a way for educators to improve the accuracy of their praise and reprimand reflections to ultimately improve their ability to set, monitor, and evaluate their use of praise and reprimand. To do this, teachers’ natural use of praise and reprimand (in the absence of intervention) were compared with their perceived use. A 20-min direct observation was collected from 66 middle and high school teachers to obtain praise and reprimand rates. Following the observation, teachers reported their perceived use of praise and reprimand. A t test and analysis of variance (ANOVA) were used to determine differences between praise and reprimand types. Correlations were used to determine the relation between perceived and actual praise and reprimand use. Statistical results indicated teachers used more general praise (GP) than behavior-specific praise and more mild reprimand than any other reprimand type. Teachers’ actual and perceived use of GP were positively correlated, as were teachers’ actual and perceived use of mild, gestural, and total reprimand. Furthermore, teachers with a greater difference between their actual and perceived praise also had a greater difference between their actual and perceived reprimand use. Future research and implications of these findings are discussed.
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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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