Teachers’ Responses to Girls’ and Boys’ Physical Aggression: The Role of Emotional Reactions and Developmental Beliefs

• In Event: Roundtable Session 11
  In Roundtable Session: Classroom Management as Care, Relationships, Emotions, and Aggression

Abstract

We examined 2nd grade teachers’ (N=202) responses to boys’ and girls’ physical aggression, emotional reactions and developmental beliefs. Teachers were more likely to use child-centered than teacher-directed responses and were more likely to use both responses with girls more than boys. Teachers were more likely to be upset by aggression involving two boys and reported that girls’ aggressive behavior was more likely to cause problems in social relationships. Teachers’ reports of emotional distress and concerns for social relationships were both associated positively with use of teacher-directed responses for both boys and girls. Teachers’ concerns for girls’ academic development and concerns for girls’ success in social relationships related positively to their use of child-centered responses to girls’ aggression.

Authors

• Kristen Granger, Arizona State University - Tempe

• Laura Hanish, Arizona State University

• Olga Kornienko, Arizona State University - Tempe

• Jodi Swanson, Arizona State University - Tempe