Assignment type: Thesis
Author: Nicola Samos
Submitted: June 2018

Abstract

The first chapter of this theses outlines a systematic literature review investigating the relationship between emotion recognition skills and academic outcomes of school age children. Four databases were systematically searched applying clear inclusion criteria. Six articles were identified and critically appraised to assess the existing literature. The review highlights a positive relationship between emotion recognition skills and academic outcomes. This was identified across a range of countries/cultures, however the utilisation and impact of these skills may differ between genders and be moderated by other factors including cognitive ability, motivation and achievement goals. Although this review supported the hypothesis that strengths in emotion recognition skills are associated with increased academic achievement, a gap in the research was identified surrounding the improvement of emotion recognition skills and impact on outcomes for school age children. The review also highlighted to professionals working within education the importance of the development of these skills for school success.

The second chapter reports on research conducted investigating emotion recognition and behavioural outcomes. Previous research highlights challenges experienced by all children during education can be exacerbated for those with challenging behaviour and redirection of this is crucial for development and academic progress. Further findings consistently document associations between deficits in emotion recognition and conduct difficlties (in addition to psychopathology in general). As a result, emotion recognition training has been developed for use with both antisocial and clinical samples. Previous research has suggested that the Training of Affect Recognition intervention programme (Frommann, Streit, & Wölwer, 2003) is effective in improving emotion recognition, executive function skills and may be suitable for those experincing conduct difficulties. The current research aimed to investigate whether brief delivery of the TAR intervention programme could enhance emotion recognition skills in an adolescent experiencing conduct difficulties compared to a matched wait control pariticipant and attempted to explore potential transfer effects on behaviour. Visual analysis highlighted difficulties in specific areas of emotion recognition consistent with previous research for both participants. Results for the intervention participant showed brief significant improvements in accuracy post intervention,specifically for fear, disgust and surprise. The wait control participant was shown to experience no significant improvement in accuracy throughout the duration of the study. A reduction in school reported negative behaviours for the participant who took part in the intervention during and immediately after its implementation were also reported. Strengths, limitations and implications for Educational Psychologists are also discussed.

Download thesis (PDF) via ePrints Soton

Assignment type: Thesis
Author: Emma Fitz-Gerald
Submitted: June 2017

Abstract

Although attribution theory has been well documented within the literature and applied to teaching, learning, and behaviour in the classroom, there has yet to be a systematic review of the literature pertaining to teacher attributions of challenging behaviour. This literature review set out to combine the evidence based in a systematic and critical way in order to answer the following questions: What attributions are teaching making around challenging behaviour in the classroom? In what way do these attributions impact on their management of behaviour in the classroom? Seventeen studies were included which explored causal attribution alongside controllability, types of behaviour, teacher factors, interventions, and referrals. Results indicate that teachers mainly make causal attributions which are external to themselves, which are mediated by perceptions of control, responsibility, and self-efficacy. In particular behaviour was seen as most difficult to manage when teachers attributed it to pupil or home factors, pupils were perceived to be in control of their behaviour, and the behaviour was thought to be stable over time. Limited links between attributions and referral decisions were found. Implications for EPs were discussed, in particular supporting teacher self-efficacy for classroom management.

Pupils displaying challenging behaviour are the population included in mainstream schools with the least success, with their behaviour regularly leading to fixed-term exclusions or placement in alternative provisions. Research has found the attributions teachers make about the causality of pupil behaviour can impact on subsequent behaviour management strategies in the classroom. However, attempts to understand the complexity of attribution processes has yet to be explored in a satisfactory way. In addition, the beliefs and attributions of the pupils themselves have remained largely unexplored. This study examined the perceptions of 10 secondary school staff teachers and five pupils, through semi-structured interviews. Thematic analysis yielded six major themes within the data corpus relating to behaviour, behaviour management and the use of fixed-term exclusion. Results revealed four clear causal attributions for challenging behaviour in the classroom, which alongside mediating factors, such as self-efficacy, time and effort needed, and, remorsefulness, were related to either a helpless or hopeful discourse. Within the staff data set, conflict between static and flexible systems for managing behaviour was also seen. Implications for EPs are discussed in relation to building the resilience of teachers and schools in order to maintain the support for these pupils within mainstream settings.

Download thesis (PDF) via ePrints Soton