Citation

Scott-Little MC, Holloway SD. Early Child Res. Q. 1992; 7(4): 595-606.

Copyright

(Copyright © 1992, Elsevier Publishing)

DOI

10.1016/0885-2006(92)90125-I

PMID

unavailable

Abstract

This research explored the relationship between causal explanations or attributions caregivers form regarding aggressive and rebellious behaviors in their classrooms and their behavioral responses to the misbehaviors. Forty caregivers were observed during classroom activities, and details about caregiver responses to two instances of child misbehavior were noted. Subsequent to the observation period, caregivers were asked to indicate why they thought a child had misbehaved. Their attributions were coded along three dimensions: locus of causality, controllability by the child, and stability over time. Caregivers who attributed misbehaviors to factors internal to the child and controllable by the child responded to the misbehaviors with more power-assertive discipline strategies than did caregivers who offered external or uncontrollable attributions. Findings suggest that encouraging caregivers to reflect on why children misbehave could influence their responses to children's misbehaviors. In particular, teacher education could be directed toward increasing the salience of environmental factors as an explanation for misbehaviors.