Wang Hui, Hall Nathan C
Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong.
Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada.
Front Psychol. 2018 Dec 17;9:2305. doi: 10.3389/fpsyg.2018.02305. eCollection 2018.
The current review provides an overview of published research on teachers' causal attributions since 1970s in the context of theoretical assumptions outlined in Weiner's (2010) attribution theory. Results across 79 studies are first examined with respect to the prevalence of teachers' interpersonal causal attributions for student performance and misbehavior, as well as intrapersonal attributions for occupational stress. Second, findings showing significant relations between teachers' attributions and their emotions and cognitions, as well as student outcomes, are discussed. Third, an overview of results showing the prevalence and implications of teachers' causal attributions to be moderated by critical background variables is also provided. Finally, observed themes across study findings are highlighted with respect to the fundamental attribution error and the utility of Weiner's attribution theory for understanding how teachers' explanations for classroom stressors impact their instruction, well-being, and student development.
本综述概述了自20世纪70年代以来，在韦纳（2010）归因理论所概述的理论假设背景下，关于教师因果归因的已发表研究。首先，对79项研究的结果进行了考察，内容涉及教师对学生成绩和不当行为的人际因果归因，以及对职业压力的个人归因的普遍性。其次，讨论了表明教师归因与其情绪和认知以及学生成绩之间存在显著关系的研究结果。第三，还概述了研究结果，这些结果表明教师因果归因的普遍性和影响会受到关键背景变量的调节。最后，针对基本归因错误以及韦纳归因理论在理解教师对课堂压力源的解释如何影响其教学、幸福感和学生发展方面的效用，突出了研究结果中观察到的主题。
