A comparison of teacher response to the preacademic and problem behavior of boys and girls.
A comparison of teacher response to the preacademic and problem behavior of boys and girls.
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教师对男孩和女孩的学前行为和问题行为的反应的比较。
DOI：
10.2307/1127726
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发表时间：
1973
影响因子：
4.6
通讯作者：
I. Tonick
中科院分区：
文献类型：
--
作者：
L. Serbin;K. O'Leary;R. N. Kent;I. Tonick
丽莎·A·塞尔宾; K·奥利里放大图片作者：肯特，罗纳德N. TONICK，ILLENE J.教师对男孩和女孩的学前和问题行为的反应比较。《儿童发展》，1973年，第44期，第796-804页。不同的社会偶然性被认为是心理性别差异的一个可能的发展来源，可能会导致行为和学业问题。教师的反应问题和学前行为的儿童在15个学前班的儿童的性别的函数的性质进行了检查。依赖和破坏性的儿童行为和各种教师行为的频率进行了记录。当男孩比女孩有攻击性时，老师更有可能做出反应。他们在责骂男孩时也使用了更大声的训斥。为了应对依赖行为，当女孩身体接近时，教师会给予女孩更多的关注，而男孩则没有。教师在回应男孩的请求时也更多地使用指示和说明。最后，男孩更有可能得到几种类型的养育和指导的关注，同时适当地参与课堂活动。
SERBIN, LISA A.; O'LEARY, K. DANIEL; KENT, RONALD N.; and TONICK, ILLENE J. A Comparison of Teacher Response to the Preacademic and Problem Behavior of Boys and Girls. CHILD DEVELOPMENT, 1973, 44, 796-804. Differential social contingencies have been suggested as a possible developmental source of psychological sex differences which may result in behavioral and academic problems. The nature of teacher responses to problem and preacademic behavior of children in 15 preschool classes as a function of the sex of the child was examined. Frequencies of dependent and disruptive child behaviors and a variety of teacher behaviors were recorded. Teachers were more likely to respond when boys were aggressive than when girls were. They also used more loud reprimands when scolding boys. In response to dependent behaviors, teachers gave girls increased attention when they were physically proximal, which they did not do for boys. Teachers also used more directions and instructions when responding to solicitation by boys. Finally, boys were more likely to receive several types of nurturant and instructional attention while participating appropriately in class activities.