Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties

British Journal of Educational Psychology

Volumn 70, Issue 4, 2000, Pages 559-581

  Poulou, Maria ^a   Norwich, Brahm ^b  

^a University of Exeter ^*  (Greece)

^b UNIVERSITY OF EXETER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ADAPTIVE BEHAVIOR; ARTICLE; ATTITUDE; BEHAVIOR DISORDER; CHILD; CONTROL; CURRICULUM; EMOTIONAL DISORDER; FEMALE; GREECE; HUMAN; LEARNING DISORDER; MALE; PSYCHOLOGICAL ASPECT;

ADAPTATION, PSYCHOLOGICAL; AFFECTIVE SYMPTOMS; ATTITUDE; CHILD; CHILD BEHAVIOR DISORDERS; FEMALE; GREECE; HUMANS; INTERNAL-EXTERNAL CONTROL; LEARNING DISORDERS; MAINSTREAMING (EDUCATION); MALE;

EID: 0042185138     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709900158308     Document Type: Article

References (43)

1. Algozzine, B. (1977). The emotionally disturbed child: Disturbed or disturbing? Journal of Abnormal Child Psychology, 5(2), 205-211.
2. Ashton, P. et al. (1982). Measurement problems in the study of teachers' sense of efficacy. Paper presented at Annual Meeting of the American Educational Research Association, New York.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
4. Borg, W., & Gall, M. (1989). Educational research: An introduction. New York: Longman.
5. Bradley, G. (1978). Self-serving biases in the attribution process: A re-examination of the fact or fiction question. Journal of Personality and Social Psychology, 36(1), 56-71.
6. Brophy, J., & McCaslin, M. (1992). Teachers' reports of how they perceive and cope with problem students. Elementary School Journal, 93(1), 3-68.
7. Brophy, J., & Rohrkemper, M. (1981). The influence of problem ownership on teachers' perceptions of and strategies for coping with problem students. Journal of Educational Psychology, 73(3), 295-311.
8. Chazan, M., Laing, A., & Davies, D. (1994). Emotional and behavioural difficulties in middle childhood. London: Falmer Press.
9. Christenson, S., Ysseldyke, J., Wang, J., & Algozzine, B. (1983). Teachers' attributions for problems that result in referral for psychoeducational evaluation. Journal of Educational Research, 76(3), 174-180.
10. Clark, M. (1997). Teacher response to learning disability: A test of attributional principles. Journal of Learning Disabilities, 30(1), 69-79.
11. Coleman, M., & Gilliam, J. (1983). Disturbing behaviours in the classroom: A survey of teachers' attitudes. Journal of Special Education, 17, 121-129.
12. Croll, P., & Moses, D. (1985). One in five: Assessment and incidence of special educational needs. London: Routledge.
13. Dawson, R. (1987). What concerns teachers about their pupils. In N. J. Hastings & J. Schwieso (Eds.), New directions in educational psychology (pp. 23-26). London: Falmer Press.
14. Elliot, S., Witt, J., Galvin, G., & Peterson, R. (1984). Acceptability of positive and reductive behavioural interventions: Factors that influence teachers' decisions. Journal of School Psychology, 22(4), 353-360.
15. Gage, N., & Berliner, D. (1992). Educational psychology. Boston, MA: Houghton Mifflin.
16. Galloway, D. (1985). Schools, pupils and special educational needs. London: Croom Helm.
17. Galloway, D., Armstrong, D., & Tomlinson, S. (1994). The assessment of special educational needs. Whose problem? London: Longman.
18. Graham, S. (1984). Teacher feelings and student thoughts: An attributional approach to affect in the classroom. Elementary School Journal, 85(1), 91-104.
19. Gray, P., Miller, A., & Noakes, J. (1996). Challenging behaviour in schools. London: Routledge.
20. Helton, G., & Oakland, T. (1977). Teachers' attitudinal responses to differing characteristics of elementary school students. Journal of Educational Psychology, 69(3), 261-265.
21. Hughes, J., Barker, D., Kemenoff, S., & Hart, M. (1993). Problem ownership, causal attributions and self-efficacy as predictors of teachers' referral decisions. Journal of Educational and Psychological Consultation, 4(4), 369-384.
22. Kauffman, J., Wong, K., Lloyd, J., Hung, L., & Pullen, P. (1991). What puts pupils at risk? An analysis of classroom teachers' judgements of pupils' behaviour. Remedial and Special Education, 12(5), 7-16.
23. Laing, A., & Chazan, M. (1987). Teachers' strategies in coping with behaviour difficulties in first year junior school children. Department of Education, University College of Swansea.
24. Maxwell, W. (1987). Teachers' attitudes towards disruptive behaviour in secondary schools. Educational Review, 39(3), 203-216.
25. McCormick, J., & Solman, R. (1992). Teachers' attributions of responsibility for occupational stress and satisfaction: An organisational perspective. Educational Studies, 18(2), 201-222.
26. McManus, M. (1994). Classroom management, natural virtues and the education of children with emotional and behavioural difficulties. Therapeutic Care and Education, 3(1), 49-62.
27. Medway, F. (1979). Causal attributions for school-related problems: Teacher perceptions and teacher feedback. Journal of Educational Psychology, 71(6), 809-818.
28. Miller, A. (1995). Teachers' attributions of causality, control and responsibility in respect of difficult pupil behaviour and its successful management. Educational Psychology, 15(4), 457-471.
29. Miller, A. (1996). Mainstream teachers talking about successful behaviour support. In P. Gray, A. Miller, & J. Noakes (Eds.), Challenging behaviour in schools (pp. 30-41). London: Routledge.
30. Mortimore, P., Davies, J., Varlaam, A., & West, A. (1983). Behaviour problems in schools: An evaluation of support centres. London: Croom Helm.
31. Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement. London: JAI Press.
32. Podell, D., & Soodak, L. (1993). Teacher efficacy and bias in special education referrals. Journal of Educational Research, 86(4), 247-253.
33. Polychronopoulou-Zacharogeorga, S. (1995). Paidia kai Efivoi me Eidikes Anages kai Dinatotites. Athens: Author.
34. Poulou, M., & Norwich, B. (2000). Teachers' perceptions of students with emotional and behavioural difficulties: Severity and prevalence. European Journal of Special Needs Education, 15(2), 171-187.
35. Reynolds, D. et al. (1981). Bringing schools back in. London: Routledge & Kegan Paul.
36. Rohrkemper, M., & Brophy, J. (1983). Teachers' thinking about problem students. In J. Levine & M. Wang (Eds.), Teacher and student perceptions: Implications for learning (pp. 75-104). Hillsdale, NJ: Lawrence Erlbaum.
37. Rutter, M., Maughan, B., Mortimore, P., & Ouston, J. (1979). Fifteen thousands hours. London: Open Books.
38. Safran, S., & Safran, J. (1984). Elementary teachers' tolerance of problem behaviours. Elementary School Journal, 85(2), 237-243.
39. Soodak, L., & Podell, D. (1994). Teachers' thinking about difficult-to-teach students. Journal of Educational Research, 88(1), 44-51.
40. Tetlock, P. (1980). Explaining teacher explanations of pupil performance: A self-presentation interpretation. Social Psychology Quarterly, 43(3), 283-290.
41. Weiner, B., & Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15(1), 1-20.
42. Whitehead, A., & Ryba, K. (1995). New Zealand teachers' perceptions of occupational stress and coping strategies. New Zealand Journal of Educational Studies, 30(2), 177-188.
43. Wilson, A., & Silverman, H. (1991). Teachers' assumptions and beliefs about the delivery of services to exceptional children. Teacher Education and Special Education, 14(3), 198-206.