Ariel L. H. Anderson

An Attributional Analysis of Teachers’ Affective Reactions to Student Success and Failure:

This study builds on previously established attribution-affect linkages in an effort to better understand teachers’ evaluative reactions to student success and failure. In the scenarios presented to teachers, students who differed in ability and in the amount of effort they expended were described as doing well or poorly on important tests. An additional manipulation related to the consistency of effort expended by students. It was thought that teachers would assume more responsibility for outcomes tied to dramatic, recent shifts in student motivation. Teacher ratings of 10 key affects (e.g., pride, guilt, anger) were used as dependent variables. As predicted, the affective reactions of teachers indicate that they are more willing to accept personal responsibility for certain kinds of student outcomes than others. Results bear out the notion that teacher affect provides valuable insight into teacher attributional thinking.

Is the Scariest Monster Also the Least Real? An Examination of Children’s Reality Classifications

Abstract This study examines the extent to which children (N m = 60) at different ages master the reality status of fantasy figures for “affective” as opposed to cognitive reasons—that is, as a defense against fright and uncertainty. Thus, pictures of monsters taken from a widely acclaimed childrens book were used to elicit thoughts regarding the fantasy/reality distinction. Contrary to prediction, nonreality did not equate with scariness for younger subjects; nor was there an age difference in the extent to which subjects focused on global, affectively significant features when justifying their reality classifications of the fantasy figures. Overall, young children appeared no less “objective” when making judgments of this sort than did older children and adults (N = 20).

Stability of educational goal orientations held by teachers

Abstract This study assesses the temporal stability of teacher goal orientation and identifies factors associated with change. Seventy-four elementary teachers responded to questionnaires and interviews over a 4-year period. Teacher goal orientation was found to be a relatively stable construct, as few teachers made major and enduring shifts in goal orientation. Subjects identified a variety of factors as contributing to change in goal orientation, with student behavior emerging as a primary impetus for change. Contrary to expectation, shifts in goal orientation were most often exhibited by the more highly experienced teachers in the study. Implications are discussed.

Are dolls real? Developmental changes in the child's definition of reality.

Preschoolers (n = 20), second graders (n = 20), fifth graders (n = 20), and graduate-level college students (n = 20) were asked to determine the reality status of specific items, such as dolls and dreams, and to generate examples of real and not-real things. The criteria used for determining whether or not specific items were real differed significantly across the age range sampled and were strongly influenced by the type of items being judged. Criteria clearly changed with age, with item-specific criteria being substituted for more general verification criteria.

Altitudinal Differences between Students in General Mathematics and Algebra Classes

AbstractAttitudinal differences between ninth grade general mathematics and algebra students were examined using two kinds of measures. The first assessed a number of individually linked status variables, such as self-esteem in a pre-, posttest design. The second, administered only at posttest, assessed students’ attitudes toward the classroom learning environment. Results reveal, overall, a great deal of similarity between lower- and upper-track students according to individually linked measures, even though these measures were responsive to sex, SES, and time of testing effects. Lower- and upper-track students expressed clearly divergent views regarding the adequacy of the classroom learning environment. This seeming discrepancy in the two sets of attitudes is discussed.