Social inferences regarding inattentive-overactive and aggressive child behavior and their effects on teacher reports of discipline

Abstract

Examined the responses of practicum students and experienced teachers to inattentive/overactive and aggressive child behaviors presented in classroom vignettes. Social inferences were different for the two types of behavior: The inattentive/over-active child was believed to have less control and responsibility for his behavior. Participants also reported more negative affect in response to aggressive child behavior and saw punishment to be more appropriate for aggressive than inattentive/overactive behaviors. These views on the appropriateness of punishment for the two types of behavior were mediated by social inferences about the behaviors and affective reactions to them. The effects of diagnostic status on social inferences and reactions were also examined; the presence of a diagnosis was associated with perceptions of increased deviance and, among more experienced teachers, a belief that it was less appropriate to ignore the misbehavior of the child with a diagnosis. The results support the importance ...