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Investigating teachers' explanations for aggressive classroom discipline strategies in China and Australia

journal contribution
posted on 2022-11-30, 05:09 authored by Phil RileyPhil Riley, R Lewis, B Wang
Student misbehaviour can provoke aggressive teacher management (e.g. yelling in anger), adversely effecting students' learning and attitudes toward school. To investigate this phenomenon, data were obtained from 75 Chinese (typically Eastern) and 192 Victorian (typically Western) secondary teachers who self-reported aggressive management. Results: 49% of Chinese and 59% of Australian teachers adopt aggressive behaviours rarely to sometimes; and, 9% of Chinese and 13% of Australian teachers sometimes or more frequently. The teachers were assessed for levels of support for Attribution, Attachment or Efficacy theory as explanations. The only significant differences were found for Attachment theory with Chinese teachers reporting significantly more support. National setting explained 29% of the variance independent of gender, levels of aggression and years of experience. © 2012 Copyright Taylor and Francis Group, LLC.

History

Journal

Educational Psychology

Volume

32

Pagination

389 - 403

ISSN

0144-3410

eISSN

1469-5820

Publication classification

C1.1 Refereed article in a scholarly journal