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Children's Cooperation at School: The Comparative Influences of Teacher Responsiveness and the Children's Home-Based Behavior
Melissa Herring and Robert G. Wahler
Journal of Behavioral Education
Vol. 12, No. 2 (June 2003), pp. 119-130
Published by: Springer
Stable URL: http://www.jstor.org/stable/41824300
Page Count: 12
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Examined the school social interactions of 33 child-teacher dyads who volunteered to participate in a 1-hr classroom observation. Observers coded child compliance, aggregate measures of the children's responsiveness and negativity, and the teachers' responsiveness to the children. In addition, observers coded the same three child behaviors in 1-hr observation sessions in the children's homes. Based on a state-trait model of social behavior, correlational analyses were used to predict the children's school behavior using measures of the children's home behavior and teacher responsiveness. Results showed that teachers' responsiveness covaried with children's responsiveness and negativity, and the children's home behavior also accounted for significant variance in their school behavior. When these home and school predictors were compared, teachers' responsiveness accounted for most of the variance in the children's classroom negativity, but children's home responsiveness was the better predictor of their responsiveness in the classroom. The findings were discussed within a state-trait model of children's social behavior.
Journal of Behavioral Education © 2003 Springer