PMID: 11916463Mar 28, 2002Paper

Parents' and pupils' causal attributions for difficult classroom behaviour

The British Journal of Educational Psychology
Andy MillerEleanor Moore

Abstract

Studies of causal attributions for difficult pupil behaviour in schools have tended to focus on the perspectives of teachers. The present study examines the causal attributions made by parents for difficult behaviour in classrooms. It reveals the structure of these attributions and serves as a direct comparison to a previous study of pupils' attributions (Miller, Ferguson, & Byrne, 2000) and, more indirectly, with the teacher studies. The participants were 144 parents (106 mothers and 38 fathers) whose children all attended the same inner city school. A questionnaire was constructed following three initial small group interviews with parents to identify the wide range of factors they viewed as potential causes of difficult classroom behaviour. This was then administered to all the parents of children attending the same inner-city primary school. Factor analysis indicated that parents' attributions for misbehaviour were best represented by three factors: (1) 'fairness of teachers' actions', (2) 'pupil vulnerability to peer influences and adverse family circumstances', and (3) 'differentiation of classroom demands and expectations'. While there were no differences between parents in terms of gender or ethnicity, they did see the ...Continue Reading

Citations

Feb 18, 2010·The British Journal of Educational Psychology·Nathan Lambert, Andy Miller

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