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首页> 外文期刊>Prevention science: the official journal of the Society for Prevention Research >Use of Praise and Reprimands as Critical Ingredients of Teacher Behavior Management: Effects on Children's Development in the Context of a Teacher-Mediated Classroom Intervention
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Use of Praise and Reprimands as Critical Ingredients of Teacher Behavior Management: Effects on Children's Development in the Context of a Teacher-Mediated Classroom Intervention

机译：赞美和谴责是教师行为管理的重要组成部分：在教师介导的课堂干预下，对儿童发展的影响

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摘要

This intervention study examined teachers' use of verbal praise and reprimands as specific components of teacher behavior management that can promote children's development in schools. The impact of teacher praise and reprimands on children's development was examined in the context of a teacher-mediated, classroom intervention. The sample involved 570 children and 30 teachers from second grade classrooms in 15 primary schools. The Good Behavior Game was implemented in half of the classrooms based on random assignment within schools. Teacher behavior management (praise for appropriate behavior and reprimands for inappropriate behavior) was observed during regular classroom lessons. Hyperactive, disruptive, and withdrawn child behavior were assessed using teacher and peer reports, global self-concept and emotional engagement were assessed using child self-reports. All variables were assessed at the beginning (pre-test) and at the end (post-test) of the school year. Multilevel regression models accounted for the nested structure of the data. The results suggested positive effects of fewer reprimands and more praise on child outcomes (except emotional school engagement), although the results differed by informant. We also found indirect effects of the Good Behavior Game (GBG) on child outcomes via teacher praise and reprimands. Overall, the study suggests that teachers' use of praise and reprimands is a malleable classroom factor that influences children's behavioral and socio-emotional development.
机译：这项干预研究检查了教师对口头表扬和谴责的使用，以此作为教师行为管理的特定组成部分，可以促进儿童在学校的发展。在教师调解，课堂干预的背景下，研究了教师赞美和谴责对儿童发展的影响。样本来自15所小学的二年级教室的570名儿童和30名教师。良好行为游戏是根据学校内部的随机分配在一半的教室中实施的。在定期的课堂教学中，观察到了教师的行为管理（对适当行为的表扬和对不适当行为的谴责）。使用老师和同伴的报告评估多动，破坏性和退缩的儿童行为，使用儿童自我报告评估总体自我概念和情感投入。在学年开始（测试前）和测试结束（测试后）评估所有变量。多级回归模型说明了数据的嵌套结构。研究结果表明，尽管结果有所不同，但谴责和赞扬对孩子的成绩（情感上的学校参与除外）具有积极作用。我们还通过老师的表扬和训斥发现了良好行为游戏（GBG）对儿童成绩的间接影响。总体而言，该研究表明，教师对表扬和谴责的使用是影响孩子的行为和社会情感发展的可塑教室因素。

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