标题：Positive Classroom Management: Effects of Disruption Management Climate on Behaviour and Satisfaction with Teacher //Clima positivo de gestión del aula: efectos del clima de gestión de la disrupción en el comportamiento y en la satisfacción con el pro
期刊名称：Revista de Psicodidáctica / Journal of Psychodidactics
印刷版ISSN：2254-4372
出版年度：2016
卷号：21
期号：1
语种：English
出版社：Universidad del País Vasco - Euskal Herriko Unibertsitatea
其他摘要：This study analyse the role of disruption management strategies and its effects, in interaction with the classroom motivational climate (CMC), on the decrease of disruptive behaviour and on the perception of teaching quality. For this purpose, the Disruption Management Climate Questionnaire (DMCQ) was developed. A total of 827 Secondary-School students formed the sample. To validate the DMCQ, confirmatory factor and regression analyses were realised. Children’s attribution to teacher’s coping strategies of decrease in disruptive behaviour, and of perceived change in satisfaction with teacher’s work as an index of teaching quality, were used as external criteria. Results support hypotheses related to DMCQ structure, and to its role as predictor of the degree of disruption decrease, but not the hypothesis related to satisfaction with teachers’ work, that depends mainly on CMC. These results underlie the importance of acting on DMCQ and CMC components to favour the teacher practices.
关键词：gestión de aula; gestión de la disrupción en el aula; clima motivacional de aula; estrategias de afrontamiento de la disrupción.
Loading...
