Abstract:Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student behavior, little is known about the critical role of teacher attributions, which can affect both teacher responses to challenging behavior and the acceptance of interventions. This systematic review aimed to identify dimensions used in the literature on teacher attributions for challenging student behavior in K–5 classrooms. A search of three databases resulted in 25 peer-reviewed articles with a variety of measures that characterized teacher attributions along three dimensions: locus, controllability, and stability. Further, nearly half the articles divided the dimension of locus into four distinct factors. Implications for practitioners and future research directions are discussed.

中文翻译：

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一个系统的文献综述，确定教师对具有挑战性的学生行为的归因维度

摘要：孩子们经常在没有准备好迎接学业和社会情感挑战的情况下进入小学。这可能导致具有挑战性的行为，对学生的教育经历产生负面影响，使他们面临情绪和行为障碍 (EBD) 的风险，并影响与教师的关系。尽管有大量关于学生行为的研究基础，但对教师归因的关键作用知之甚少，它会影响教师对挑战性行为的反应和对干预的接受。本系统评价旨在确定有关教师归因的文献中用于挑战 K-5 课堂学生行为的维度。对三个数据库的搜索产生了 25 篇经过同行评审的文章，其中包含了从三个维度表征教师归因的各种衡量标准：轨迹、可控性和稳定性。此外，近一半的文章将轨迹维度分为四个不同的因素。讨论了对从业者和未来研究方向的影响。