A description of the causal attributions made to perceived teaching behavior across three elementary physical education contexts

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Marilyn Mros (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Thomas J. Martinek

Abstract: The purpose of this study was to investigate student perception and attribution patterns of teacher behavior for high-, average-, and low expectancy groups across three instructional contexts during elementary school physical education instruction. The three instructional contexts were cooperative, individual, and competitive. Teachers used the Teacher Expectation Inventory to determine student expectancy groups. Two randomly selected high-expectancy, average-expectancy, and low-expectancy students from five second-grade and six third-grade classrooms composed the student sample for the study. Physical education classes taught within cooperative, individual, and competitive instructional contexts provided the reference for student reactions to interview questions concerning teacher behavior and attribution of causality. A structured interview was used to collect data from each expectancy group pertaining to the perception and attribution of teacher behavior across the three instructional contexts. Interviews were conducted at the end of each phase.

Additional Information

Language: English
Date: 1990
Physical education teachers $x Psychology
Physical education teachers $x Attitudes
School children $x Attitudes

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