Justice and utility in the classroom: An attributional analysis of the goals of teachers' punishment and intervention strategies.

By Christine Reyna, B. Weiner. 2001

170 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1ec42d3dd3f0acfa2be9094c21d53c76d2a97a0b

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Compassion: An Evolutionary Analysis and Empirical Review (2010, background): “For example, students who fail an exam after not studying elicit less compassion than those who fail an exam after working very hard (Reyna & Weiner, 2001).”
Emotions, Attributions, and Policy Endorsement in Response to the September 11th Terrorist Attacks (2005, background): “Like Weiner and his colleagues (Reyna & Weiner, 2001; Weiner et al., 1997; see also Lerner et al., 1998) we found that angry perceivers were more likely to dispositionally blame the terrorists for the attacks and to advocate a punitive, military response.”
Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test (2009, background): “Within the educational context, Graham and Weiner (1986) and Reyna and Weiner (2001) have shown that teachers’ anger is caused by an attribution of students’ academic failures to insufficient effort on the part of the students.”
The roles of retribution and utility in determining punishment (2006, background): “More recently, Reyna and Weiner (2001) and Weiner , Graham, and Reyna, 1997 have proposed an attributional account of punishment (but also see Goodstadt & Kipnis, 1970; Yukl, Falbe, & Joo, 1993).”
Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status (2011, background): “In general, teachers who attribute students’ failure to lack of effort (as opposed to lack of ability) ascribe more responsibility to students and are more likely to express negative emotions such as anger and lack of sympathy and to endorse punitive strategies ( Matteucci & Gosling, 2004 ; Reyna &”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “…between teachers’ emotions and motivation, and how integral the interactive effects of these three concepts are in teacher development (Hoy et al., 2006; Reyna & Weiner, 2001; Stephanou & Mastora, submitted; Stephanou & Sivropoulou, 2008; Stephanou & Tsapakidou, 2007a; Sutton & MudreyCamino, 2003).”