Shy and Outgoing Preservice Teachers and Their Responses to Hypothetical Problem Behaviors in the Classroom
| Title: | Shy and Outgoing Preservice Teachers and Their Responses to Hypothetical Problem Behaviors in the Classroom |
|---|---|
| Language: | English |
| Authors: | Deng, Qizhen (ORCID |
| Source: | Educational Psychology. 2021 41(5):658-673. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Shyness, Preservice Teachers, Student Behavior, Behavior Problems, Teacher Behavior, Elementary School Teachers, Self Efficacy, Social Emotional Learning, Caring, Personality Traits, Student Characteristics |
| DOI: | 10.1080/01443410.2020.1718613 |
| ISSN: | 0144-3410 |
| Abstract: | The present study explored the relations among preservice teacher shyness (shy, average, outgoing) and their responses towards hypothetical children displaying classroom problem behaviours (shy/quiet, exuberant/talkative) in the classroom. Participants were 335 elementary preservice teachers attending a Midwest university in the United States. Preservice teachers completed self-reports of shyness and responded to hypothetical vignettes depicting different classroom behaviours. Among the results, shy preservice teachers reported lower self-efficacy and less tendency to use warm/supportive and social-learning strategies as compared to their more outgoing counterparts. Shy preservice teachers also had lower tendency than average teachers to refer to high-powered strategies when dealing with shy children, but more likely with exuberant children. Results are discussed in terms of the role of personality in teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1303199 |
| Database: | ERIC |
| ISSN: | 0144-3410 |
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| DOI: | 10.1080/01443410.2020.1718613 |
| Published in: | Educational Psychology |
| Language: | English |