Cognitions and Responses to Teachers' Scolding in Junior High School Students

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  • 中学生は教師からの叱りに対してどう認知し反応するのか
  • チュウガクセイ ワ キョウシ カラ ノ シカリ ニ タイシテ ドウ ニンチ シ ハンノウ スル ノ カ

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Abstract

The present study investigated junior high school students' cognitions and emotional / behavioral responses to teachers' scolding which had been insufficiently examined although it is highly important in educational fields. Based on the results of a preliminary survey, we created four types of virtual scenes of being scolded by a teacher. Junior high school students (N=784) completed a questionnaire about cognitions and responses for each scene. Results revealed the following: (1) different styles of scolding evoked different responses, (2) "explanations" evoked positive cognition about teacher's intention of scolding, but "prohibitions" evoked negative emotional / behavioral responses, (3) scolding in a highly threatening way evoked anger, (4) junior high school students recognize the teacher's intention of scolding positively.

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