Teacher’s Attitude, Psychological Classroom Climate and Students’ Externalizing Behavior Problems

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Published: Jun 15, 2017
DOI: https://doi.org/10.12681/psy_hps.23266
Keywords:
Externalizing behavior problems Preventive interventions Primary school Classroom psychological climate Teacher’s acceptance/rejection
Μαρία Σμυρνάκη
Ηλίας Κουρκούτας
Abstract

This study is placed in the framework of mental resilience models in Educational/ School Psychology, which emphasize the importance of relationships in basic contexts of life of students with problems. It is part of a wider research project and studies the relationship between perceived acceptance or rejection of teacher attitude, the psychological
climate of the classroom and externalizing behavior problems in primary school students. It is a comparative study among 55 students with externalizing behavior problems and 55 students without externalizing behavior problems, from the last grades of totally three primary schools in a suburban area of Crete. According to the main findings of the study, students’ externalizing behavior problems affect students to experience
teacher attitude greatly undifferentiated rejective (mild form of rejection). About the psychological climate of classroom, the results are conflicting, as students with externalizing behavior problems report they
are satisfied with both the peaceful/collaborative classroom climate (cohesiveness) and the conflictual climate (friction). Study’s results are utilized through intervention proposals for the prevention and treatment of schoolage students’ externalizing behavior problems.

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