@article{ref1,
title="Elementary Teachers' Perceptions Regarding School Behavior Problems: Implications for School Psychological Services",
journal="Psychology in the schools",
year="2000",
author="Bibou-Nakou, I. and Kiosseoglou, G. and Stogiannidou, A.",
volume="37",
number="2",
pages="123-134",
abstract="The study focuses upon teachers' perceptions of school behavior problems and preferred classroom management actions. Two hundred elementary school teachers were evaluated with a questionnaire comprising assessment of causal attributions and goal-directed behavior on the part of the teachers, when dealing with classroom misbehavior problems. Internal student-related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior-related attributions were significantly associated with teachers' preferred practices. The authors' results support the application of psychological principles to educational practice through an understanding of teachers' discipline-related theories. (Abstract Adapted from Source: Psychology in the Schools, 2000. Copyright © 2000 by John Wiley & Sons, Inc.)School Personnel PerceptionsTeacher PerceptionsStudent BehaviorElementary School StudentChild BehaviorChild Problem BehaviorClassroom BehaviorClassroom ManagementClassroom DisciplineBehavior Perceptions02-02<p />",
language="",
issn="0033-3085",
doi="",
url="http://dx.doi.org/"
}