Teachers' Interpersonal Style and Its Relationship to Emotions, Causal Attributions, and Type of Challenging Behaviors Displayed by Students with Intellectual Disabilities

Autor/inn/en	Alevriadou, Anastasia; Pavlidou, Kyriaki
Titel	Teachers' Interpersonal Style and Its Relationship to Emotions, Causal Attributions, and Type of Challenging Behaviors Displayed by Students with Intellectual Disabilities
Quelle	In: Journal of Intellectual Disabilities, 20 (2016) 3, S.213-227 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629515599108
Schlagwörter	Attribution Theory; Psychological Patterns; Behavior Problems; Intellectual Disability; Interpersonal Relationship; Self Destructive Behavior; Special Education Teachers; Questionnaires; Statistical Analysis; Aggression; Regression (Statistics); Foreign Countries; Factor Analysis; Correlation; Comparative Analysis; Multiple Regression Analysis; Teaching Experience; Greece + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Self destrucive behaviour; Selbstzerstörung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Fragebogen; Statistische Analyse; Regression; Regressionsanalyse; Ausland; Faktorenanalyse; Korrelation; Griechenland
Abstract	Teachers' interpersonal style is a new field of research in the study of students with intellectual disabilities and challenging behaviors in school context. In the present study, we investigate emotions and causal attributions of three basic types of challenging behaviors: aggression, stereotypy, and self-injury, in relation to teachers' interpersonal style. One hundred and seventy seven Greek general and special educator teachers participated in the study by completing a three-scaled questionnaire. Statistical analysis revealed that the type of challenging behaviors affected causal attributions. According to regression analysis, emotions, teaching experience, expertise in special education, and gender explained a significant amount of variance in interpersonal style. Emotions were found to have a mediating role in the relationship between causal attributions and interpersonal style of "willingness to support," when challenging behaviors were attributed to stable causes or causes under the control of the individual with intellectual disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01