ERIC Number: ED108075
Record Type: RIE
Publication Date: 1975-Apr
Reference Count: 0
The Effects of Task-Focused and Approval-Focused Discipline Techniques.
Rice, William K., Jr.
This study focused upon whether there was a difference in the perception by peers of the target child in a classroom discipline situation after approval-focused desists (e.g., "June, I don't like children who talk without permission.") and task-focused desists (e.g., "Jane, You will not finish your reading if you continue to talk."). Thirty-two eighth-grade students were assigned to either an approval-focused or task-focused treatment group. Inferences were made about the personality traits of the target of the desists and the teacher administering the desists, when the amount of information available was severly limited. Both the target and the teacher of the approval-focused desists were rated as having less desirable personality traits than when task-focused desists were used. These findings supported the discounting principle of attribution theory. The hypotheses that children hearing the approval-focused desists would be more confident of their ratings than those hearing the task-focused desists were not supported. The author discusses limitations of the study. (Author/PC)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., March 30-April 3, 1975); Best copy available