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dc.contributor.authorGeorgiou, Stelios N.en
dc.contributor.authorChristou, Constantinosen
dc.contributor.authorStavrinides, Panayiotisen
dc.contributor.authorPanaoura, G.en
dc.creatorGeorgiou, Stelios N.en
dc.creatorChristou, Constantinosen
dc.creatorStavrinides, Panayiotisen
dc.creatorPanaoura, G.en
dc.description.abstractThe aim of this study was to examine the relation between teacher attributions of student school failure and teacher behavior toward the failing student. A structural equation model was proposed and its ability to fit the data was tested. It was found that teachers tend to behave in ways that indicate more pity and less anger when they attribute a student's low achievement to her or his low abilities, whereas they express more anger when attributing low achievement to the student's low effort. In contrast to previous research that argues in favor of anger as a high ability cue, this study has found that the presence of anger was associated with a teacher tendency to give-up efforts to help the student improve. This giving-up behavior was negatively related to the tendency of the teachers to accept some responsibility for the student failure. © 2002 Wiley Periodicals, Inc.en
dc.sourcePsychology in the Schoolsen
dc.titleTeacher attributions of student failure and teacher behavior toward the failing studenten
dc.description.endingpage595Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and EducationΤμήμα Ψυχολογίας / Department of Psychology
dc.description.notesCited By :43en
dc.contributor.orcidGeorgiou, Stelios N. [0000-0003-0419-1214]
dc.contributor.orcidStavrinides, Panayiotis [0000-0002-1347-7444]

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