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“Stop Doing That!”: Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement
Journal of Positive Behavior Interventions ( IF 2.597 ) Pub Date : 2020-06-26 , DOI: 10.1177/1098300720935101
Paul Caldarella 1 , Ross A. A. Larsen 1 , Leslie Williams 1 , Howard P. Wills 2 , Joseph H. Wehby 3
Affiliation  

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as disruptive behavior and classroom engagement of 311 students considered at risk for emotional and behavioral disorders. A cross-lag analysis showed that teacher reprimands did not decrease students’ future disruptive behavior or increase their engagement or vice versa. While teacher reprimands may suppress misbehavior momentarily, they do not appear to be effective in decreasing students’ disruptive behavior or increasing their engagement over time. Limitations and implications are discussed.



中文翻译:

“停止这样做!”:老师的训斥对学生破坏性行为和敬业度的影响

许多老师会采取训斥手段来阻止学生的破坏性行为,特别是那些有情绪或行为问题的学生,尽管这样做可能无效。这项研究调查了三个州19个不同小学中149名教师的教师训斥的短期纵向数据,以及311名被认为有情绪和行为障碍风险的学生的破坏性行为和课堂参与。交叉滞后分析表明,教师的训斥并没有减少学生未来的破坏性行为或增加他们的敬业度,反之亦然。尽管老师的训斥可能会暂时抑制行为不端,但随着时间的流逝,它们似乎并不能有效地减少学生的破坏性行为或增加他们的参与度。限制和含义进行了讨论。

更新日期:2020-06-26
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