PARENTS, PARTNERSHIP AND EDUCATION OFFICERS - A STUDY OF ATTRIBUTIONS

被引：3

作者：

BOWERS, T

机构：

[1] University of Cambridge, Institute of Education, Cambridge

来源：

CHILD CARE HEALTH AND DEVELOPMENT | 1995年 / 21卷 / 02期

关键词：

PARENTS; SPECIAL EDUCATION; ATTRIBUTIONS; EDUCATION ADMINISTRATORS;

D O I：

10.1111/j.1365-2214.1995.tb00415.x

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 [发展与教育心理学];

摘要：

Thirty-five parents of children with special educational needs were interviewed to ascertain their experiences of dealing with education officers involved in the assessment and placement of their children. They were found predominantly to make internal attributions for negative behaviours, and external attributions for positive behaviours. The implication of these results for new United Kingdom government initiatives to reduce conflict between parents and education authorities are examined.

引用

页码：135 / 148

页数：14

共 29 条

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[Anonymous], 1972, ATTRIBUTION PERCEIVI

[2]

*AUD COMM, 1992, GETT ACT

[3]

CHASTY H, 1993, CHILDREN SPECIAL NEE

[4]

COCHRAN M, 1986, CHILD PSYCHOL ACTION