Department of Psychology.
J Exp Psychol Appl. 2020 Mar;26(1):61-72. doi: 10.1037/xap0000223. Epub 2019 Apr 15.
Individuals' punishment goals depend on the perceived cause of the misbehavior. However, a corresponding attributional model of punishment goals has only been studied in legal domains-but was largely ignored in others, such as the educational domain, in which student misbehavior is a main stressor for both teachers and students. Thus, we investigated teachers' punishment goals in classroom settings depending on their attribution of student misbehavior. Specifically, we asked laypeople (Experiment 1), pre-service teachers (Experiment 2), and in-service teachers (Experiment 3) to read several versions of a scenario describing a student destroying the belongings of another student. Using a 2 × 2 within-subjects design, we manipulated the stability (stable vs. unstable) and controllability (controllable vs. uncontrollable) of the cause of the misbehavior. Results show that the support of retribution as a punishment goal in classroom interventions is largely independent of the perceived cause of the misbehavior. By contrast, the support of special prevention (preventing future misbehavior by the offending student) and general prevention (preventing future misbehavior by other students) is primarily subject to the perceived controllability of the misbehavior. Overall, this shows that models of punishment behavior developed in other domains cannot simply be applied to teachers' classroom intervention strategies. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
个体的惩罚目标取决于对不当行为原因的感知。然而，相应的惩罚目标归因模型仅在法律领域进行了研究——但在其他领域（如教育领域）则基本被忽视，在教育领域，学生的不当行为是教师和学生的主要压力源。因此，我们根据学生不当行为的归因，研究了课堂环境中教师的惩罚目标。具体来说，我们让非专业人士（实验 1）、职前教师（实验 2）和在职教师（实验 3）阅读几个描述学生破坏另一个学生物品的场景版本。我们采用 2×2 被试内设计，操纵不当行为原因的稳定性（稳定与不稳定）和可控性（可控与不可控）。结果表明，在课堂干预中，报应作为惩罚目标的支持在很大程度上独立于对不当行为原因的感知。相比之下，特殊预防（通过犯错学生防止未来的不当行为）和一般预防（通过其他学生防止未来的不当行为）的支持主要取决于对不当行为的可控制性的感知。总的来说，这表明在其他领域开发的惩罚行为模型不能简单地应用于教师的课堂干预策略。（美国心理协会，2020）。
