Teacher perceptions of socially withdrawn children : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) at Massey University, Albany, New Zealand
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Date
2012
DOI
Open Access Location
Authors
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Journal ISSN
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Publisher
Massey University
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Abstract
This thesis
addresses
how
understanding
teacher’s
beliefs
and
perceptions
about
socially
withdrawn
behaviours
offers
insight
into
how
teacher-‐child
relationships
may
support
or
harm
the
child.
This
study
examined
teacher
perceptions
of
characteristics
such
as
‘intelligent’,
resilient’
and
‘assertive’,
at
primary
school
level
by
using
teacher
ratings
in
response
to
vignettes
describing
shy
and
unsociable
children
of
both
genders.
Teacher
beliefs
about
the
negative
costs
of
socially
withdrawn
behaviour,
and
attributions
of
socially
withdrawn
behaviour
were
also
explored
through
teacher
ratings,
and
teacher
reported
pedagogical
practice
was
investigated
through
open-‐ended
questions.
Ninety
seven
teachers
responded
to
an
online
survey.
They
rated
withdrawn
children
most
highly
on
the
characteristics
of
intelligent,
self-‐controlled
and
capable,
and
least
highly
on
the
characteristics
of
assertive,
self-‐confident
and
cooperative.
This
study
found
that
teachers
do
differentiate
between
shy
and
unsociable
children,
with
unsociable
children
generally
viewed
more
favourably
than
shy
children.
Teachers
did
not
distinguish
between
withdrawn
children
on
the
basis
of
gender,
however,
interaction
effects
were
also
found
across
a
range
of
characteristics,
with
a
general
pattern
of
less
concern
for
‘female
shy’
and
‘male
unsociable’
types.
Teachers
perceived
more
negative
cost
(both
academic
and
social)
for
the
shy
type
of
child.
The
teachers
who
answered
this
survey
demonstrated
knowledge
about
ways
if
assisting
socially
withdrawn
children,
although
suggestions
differed
vastly.
Recommendations
were
made
that
teachers
be
encouraged
to
be
more
aware
of
the
consequences
of
social
withdrawal
and
of
their
own
responses
to
socially
withdrawn
children.
Description
Keywords
Teachers' attitudes, Socially withdrawn children, Shy children, Social interaction in children