In this study, we investigated Chinese teachers' attributions and coping strategies for classroom misbehaviour across grade levels. A total of 244 teachers (Grades 1-12) from the Chinese mainland participated in this survey. Results indicated that Chinese teachers first attributed misbehaviour to student characteristics, such as being âlazy, not making enough effortâ, and second to âbad learning habitsâ. Looking across grade levels, elementary teachers first blamed student learning habits while secondary teachers blamed student effort. With regard to coping strategies, inconsistencies were found across grade levels and between teachers' perceptions and actions. The majority of sampled elementary teachers tended to choose âpraising good studentsâ as the most effective and often-used strategy, while secondary teachers believed in âtalking after classâ. In fact, âtalking after classâ was viewed to be more effective as grade level increased. However, teachers reported that they did not actually use the strategy of âtalking after classâ very often when coping with misbehaviours.View full textDownload full textKeywordsChinese teachers, classroom misbehaviour, coping strategies, teacher attributionsRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02188791.2010.495832
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