Childhood aggression in schools: The impact of behavioral patterns and contextual influences on teachers' cognitive, affective, and behavioral responses

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dc.contributor.authorAlvarez, Heather Krishnaen
dc.contributor.committeechairOllendick, Thomas H.en
dc.contributor.committeememberCooper, Lee D.en
dc.contributor.committeememberCooper, Robin K. Pannetonen
dc.contributor.committeememberScarpa, Angelaen
dc.contributor.committeememberStephens, Robert S.en
dc.contributor.departmentPsychologyen
dc.date.accessioned2011-08-22T19:00:19Zen
dc.date.adate2004-04-23en
dc.date.available2011-08-22T19:00:19Zen
dc.date.issued1999-12-15en
dc.date.rdate2007-04-23en
dc.date.sdate2004-04-15en
dc.description.abstractDespite considerable advances in the development and implementation of school-based interventions, aggressive behavior in schools remains a significant problem for both educators and the community as a whole. The present study was designed to examine possible contextual influences on the course and treatment of aggression in schools, in an effort to inform future intervention development. The aim of the present study was to examine possible influences on teachers' response to reactive and proactive aggression in the classroom, and test the applicability of Weiner's attributional model of motivation and emotion. A sample of 121 middle school teachers completed self-report measures of teaching characteristics, efficacy, stress, and burnout. They also responded to four vignettes of student aggression with measurements of proposed attributions, affective reactions, and interventions. A series of ANOVAs showed that teacher's proposed responses differed as a function of child aggression subtype, teacher stress, burnout, efficacy, and training. Multiple regression analyses were used to test Weiner's theoretical model, as well as consider the moderating influence of teacher characteristics. Findings failed to support the application of Weiner's model to the current sample. Alternative patterns of moderation and mediation were significant, however. Implications of study findings were discussed as they relate to relevant theoretical models and recent advances in clinical and educational research.en
dc.description.degreePh. D.en
dc.format.mediumETDen
dc.identifier.otheretd-04152004-120938en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04152004-120938en
dc.identifier.urihttp://hdl.handle.net/10919/11140en
dc.publisherVirginia Techen
dc.relation.haspartalvarez_dissertation.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSchoolen
dc.subjectTeachersen
dc.subjectProactiveen
dc.subjectAggressionen
dc.subjectReactiveen
dc.subjectAttributionsen
dc.titleChildhood aggression in schools: The impact of behavioral patterns and contextual influences on teachers' cognitive, affective, and behavioral responsesen
dc.typeDissertationen
thesis.degree.disciplinePsychologyen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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