ERIC Number: ED286829
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: N/A
How Young People Interpret Teachers' Sanctions.
Results of four experiments concerning the way young people interpret an intended or expressed sanction (praise or blame) from a teacher are presented. The intention of the four studies was to expose the flaws in Meyer's 1984 attempted explanations of such interpretation, in which sanctions are paradoxically received by the student as an evaluation of his or her talent versus effort (e.g., the student feels that greater praise goes to the less talented person for expending the greater effort). The experiments involved four groups of West German students (N=180; N=86; N=225; N=177) between the ages of 13 and 19 who interpreted teacher/student interactions on a series of questionnaires. The research was designed to test an alternative attempted explanation, and to find out in which areas paradoxical conclusions emerge. This paper discusses results in terms of the alternative explanation, the expectation/discrepancy hypothesis. (CB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).