Teacher Beliefs and Responses Toward Student Misbehavior: Influence of Cognitive Skill Deficits

Susan Crandall Hart, James Clyde DiPerna

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the experimental group also reviewed information about the student's cognitive skill deficits. Teachers provided with cognitive skill deficit information were, on average, less likely to believe the student had control over the misbehavior, suggesting perceptions of unintentionality. Furthermore, they were significantly more likely to indicate positive emotional responses. Results suggest that school psychologists may consider sharing cognitive skill deficits information with teachers who are working with students displaying challenging behavior.

Original languageEnglish (US)
Pages (from-to)1-15
Number of pages15
JournalJournal of Applied School Psychology
Volume33
Issue number1
DOIs
StatePublished - Jan 2 2017

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All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Applied Psychology
  • Psychiatry and Mental health

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