Abstract
Teacher-student conflict is attracting people’s attention in China. This study utilized attribution theories to investigate the attribution features of Mainland Chinese teacher and student groups for negative events in their interactions. It found out that due to the factor of social identity, the two groups revealed a significant self-serving bias in attribution of events related to teaching and learning. As for events related to other campus activities, major tendencies of the two groups were consistent for situational factors due to the influence of social values and campus cultures. However, in regards to other factors for these events, rather than social factors, the two groups showed cognitive gaps as well.
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