What students think when teachers get upset: Fundamental attribution error and student‐generated reasons for teacher anger

McPherson, Mary B.; Young, Stacy L.

doi:10.1080/01463370409370206

Cited by 34 publications

(25 citation statements)

References 28 publications

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“…Diğeri ise atıfla-rın yapıldığı bağlamlardır (Weiner, 1985(Weiner, , 1992(Weiner, , 2000(Weiner, , 2005. Pedagoji-epistemolojik inanç sistemleri daha öğrenen-merkezli oldukça kişilerin daha içe yönelimli ya da kendinin kontrol edebildiği durumlara atıf yapabileceği, öğretmen-merkezli inanç sistemine sahip olan öğreticilerin ise kendi pedagojilerinin dışın-da kalan daha dışsal faktörlere atıf yapabileceği düşünülmek-tedir (McPherson & Young, 2004). Bununla birlikte bağlamın değişmesi de kişilerin atıflarını ciddi derecede değiştirmektedir.…”

Section: Introductionunclassified

Exploration of scholars' attributions of instructional barriers in the context of pedagogical-epistemological belief systems

Soysal¹,

Tanik²

2017

HIG

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ÖzBu çalışmada bir vakıf üniversitesinde görev alan iki akademisyenin öğretimsel süreçlerinde karşılaştıkları bariyerler ve bu bariyerlere yönelik atıfsal akıl yürütmeleri, onların öğrenme, öğretme ve bilgiye yönelik inançları çerçevesinde incelenmiştir. Çalışma nitel bir perspektifte yürütülmüştür. Nitel veri toplama ve analiz süreçleri ile bariyer-atıf arasındaki karşılıklı belirleyici ilişkinin, akademisyenlerin pedagojik-epistemolojik inançlarından nasıl etkilendiği açıklanmaya çalışılmıştır. İki farklı görüşme protokolü ile veriler toplanmış, tümevarımcı ve yorumlamacı bir şekilde veriler analiz edilmiştir. Katılımcıların pedagojik-epistemolojik inançlarının yönelimi (öğrenen-merkezli; öğretmen-merkezli) ya da ayrıksılığı bariyer-atıf ilişkisinin bahsi geçen inanç sistemleri bağlamında incelenmesine izin vermiştir. Daha öğrenen-merkezli olan akademisyenin öğretimsel bariyerlere yönelik atıflarının daha içe yönelimli (kendi pedagojik yetkinlikleri ile ilgili), kontrol edilebilir ve geçici/sürekli olmayan şekilde olduğu tespit edilmiştir. Öte yandan, daha öğretmen-merkezli öğretimsel süreçlerin etkililiğine inanan katılımcı akademisyenin ise daha dışa dönük, kendi kontrolünün dışında olan ve bariyerlerin kalıcılığını ya da sürekli olduğunu vurgulayan atıfsal akıl yürütmeye sahip olduğu tespit edilmiştir. Çalışmanın temel çıktıları yükseköğretim bağlamında psikolojik (atıf teorisi) ve öğretimsel (pedagojik-epistemolojik inançlar) lenslerle değerlendirilmiş ve önerilerde bulunulmuştur. Anahtar Sözcükler: Pedagojik inanç sistemleri, Öğretimsel bariyerler, Atıf teorisi, Akademisyen, Öğrenilmiş çaresizlik ABSTRACTIn this study, two academics' who have been employed in a private university teaching barriers and accompanied attributional reasoning were examined in the context of their belief systems with regards to learning, teaching and knowledge. This study was conducted with a basic qualitative perspective. By means of qualitative data gathering and analysis, it was aimed at estimating how the relation between teaching barriers and attributional reasoning was influenced by pedagogical-epistemological belief systems of scholars. Qualitative data was collected through two different semi-structured interview protocols and gathered data was analyzed with an inductive and interpretivist manner. The scholars' beliefs systems' divergences (teacher-centered vs. learner-centered) allowed to explore the presumable relation of barrier-attribution in the context of pedagogical-epistemological belief systems. It was found out that the scholar who has adopted the more learner-centered modes of teaching favors more internally-oriented, controllable and non-stable attributional styles in illustrating her barrier-attribution relation. In contrast, it was also detected that the scholar who has held more teacher-centered teaching beliefs is liable to make attributions to overly external, non-controllable and stable factors in illuminating her barrier-attribution relation. Major outcomes of the study are evaluated by means of psycho...

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Section: Introductionunclassified

Exploration of scholars' attributions of instructional barriers in the context of pedagogical-epistemological belief systems

Soysal¹,

Tanik²

2017

HIG

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“…Kearney et al (1991) state a definition of teacher misbehaviors any behavior displayed by the teacher which has a negative impact on instruction or impedes student learning. Kearney et al (1991) elaborate further, identifying three distinct yet related lines of research into teacher misbehavior: the first, as identified by Kelsey, Kearney, Plax, Allen, & Ritter, (2004);McPherson & Young (2004), involves relevant theoretical frameworks such as attribution theory, while in their study, Berkos, Allen, Kearney & Plax (2001) include the norm violation model.…”

Section: Teacher Misbehaviormentioning

confidence: 99%

Student Perceptions of College Teacher Misbehaviors and Teacher Credibility as Perceived by Jordanian University Students

Al-Zoubi¹

2016

MJSS

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“…Power associated with the instructor's formal position includes control over rewards and punishments, choosing assignments, evaluations in the form of grades, providing recommendation or reference letters for students, deciding what information is included or excluded, and managing classroom dynamics (Cranton, 2006). (Kelsey, Kearney, Plax, Allen, & Ritter, 2004;McPherson & Young, 2004). This tendency to emphasize the degree to which instructors' behaviors are determined by an internal personality trait is consistent with the fundamental attribution error and research involving aggressive instructor behavior in the classroom (Kelsey et al, 2004).…”

Section: Response To Subsidiarymentioning

confidence: 77%

“…Students perceived their instructors to be displacing issues relating to low self-esteem, personal problems, or identity issues in their own personal life or their role as an instructor (McPherson & Young, 2004). Aggressive or competitive behaviors are expected when people are of relatively the same rank.…”

Section: Response To Subsidiarymentioning

confidence: 99%

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A Hermeneutic Phenomenology of Graduate Education Students' Understandings of Instructor Power in a Higher Education Classroom

Delgado¹

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What students think when teachers get upset: Fundamental attribution error and student‐generated reasons for teacher anger

Cited by 34 publications

References 28 publications

Exploration of scholars' attributions of instructional barriers in the context of pedagogical-epistemological belief systems

Exploration of scholars' attributions of instructional barriers in the context of pedagogical-epistemological belief systems

Student Perceptions of College Teacher Misbehaviors and Teacher Credibility as Perceived by Jordanian University Students

A Hermeneutic Phenomenology of Graduate Education Students' Understandings of Instructor Power in a Higher Education Classroom

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