Teachers' beliefs about interaction control and their observed behavioral correlates

Published

Journal Article

A teacher's perception of control over interactions with pupils has been suggested as a possible mediator of the expectation communication process. The present study tested some predictions based on this line of reasoning, with both between- and within-classroom analysis models. Participants were 204 3rd-5th graders from 5 schools and 17 teachers. The within-classroom analysis found, as predicted, that teachers viewed interactions with low-expectation pupils as less controllable than those with high-expectation pupils and that teacher initiations were perceived as more controllable than child initiations. In addition, a predicted (but nonsignificant) negative relation was found between the frequency of a teacher's ignoring a pupil's response and interaction control: Less relative perceived control over a pupil was associated with a relatively more frequent occurrence of no feedback. Reasons for the weakness in relations are discussed. Also, explanatory analyses involving control and the frequency of 6 types of classroom interaction are presented. (16 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1980 American Psychological Association.

Full Text

Duke Authors

Cited Authors

  • Cooper, HM; Hinkel, GM; Good, TL

Published Date

  • June 1, 1980

Published In

Volume / Issue

  • 72 / 3

Start / End Page

  • 345 - 354

International Standard Serial Number (ISSN)

  • 0022-0663

Digital Object Identifier (DOI)

  • 10.1037/0022-0663.72.3.345

Citation Source

  • Scopus