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112.
Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed. 相似文献
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114.
Mathematics anxiety is a pervasive issue in education that requires attention from both educators and researchers to help students reach their full academic potential. This review provides an overview of past research that has investigated the association between math anxiety and math achievement, factors that can cause math anxiety, characteristics of students that can increase their susceptibility to math anxiety, and efforts that educators can take to remedy math anxiety. We also derive a new Interpretation Account of math anxiety, which we use to argue the importance of understanding appraisal processes in the development and treatment of math anxiety. In conclusion, gaps in the literature are reviewed in addition to suggestions for future research that can help improve the field's understanding of this important issue. 相似文献
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William W. Brickman Willy Strzelewicz William Taylor Joachim H. Knoll Mark Blaug Oskar Anweiler Andreas Fuchs Gilda L. de Romero Brest Alberto Aráoz Wolfgang Brezinka Enrique Oteiza W. F. Connell Robert J. Havighurst Daniel F. Wozniak Wolfgang Roth Karl Frey Alfons Otto Schorb 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(2):221-249
119.
Franklin Parker William W. Brickman Tadeusz J. Wiloch Enno Schmitz Otto Roloff John Raven Eric Hoyle Gerd Doerry Walter Hahn Hans Weiler Richard Cummings A. G. Hearnden Gerd Iben E. K. Townsend Coles A. Harry Passow Françoise Bacher Alexandre Vexliard Thành Lê Khôi Doris Elbers Brigitte Beer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(4):469-504
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Jeremy Kilpatrick Edmund King Pierre Ferran Nicolas Hans A. Harry Passow Graeme Kemelfield Eric Ashby Mark Blaug Franklin Parker F. Walz Fritz Borinski Russell F. Farnen Robert F. Lawson Horst Magdeburg Robert J. Havighurst David A. Walker Alexandre Vexliard Josef Havlíček Otto Peters Hans Tutken M. A. Boisard George Z. F. Bereday 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(1):83-120