DOI
https://doi.org/10.25772/WJ6Y-0S84
Defense Date
2025
Document Type
Thesis
Degree Name
Master of Science
Department
Psychology
First Advisor
Bryce McLeod
Abstract
Teacher attributions of student challenging behavior have the potential to influence teacher-student relationships. However, the literature on teachers’ attributions of challenging behavior is sparse and lacks measurement standardization. This limits the replicability and generalizability of research findings. To determine if teacher attributions of student challenging behaviors influence teacher-student relationships, a measure demonstrating a specific score reliability and validity profile is needed. The present study evaluated the item- and scale-level score reliability and validity of a measure of teacher attribution of student challenging behavior, the Teacher Attribution Measure for Early Elementary (TAM-EE; Nemer, 2019), within a sample of teachers (N = 114; 96.5% female, 70.2% White, 21.9% Black) reporting on their attributions of students in their classrooms with chronic challenging behaviors (N =237; M age = 7; SD = 1.16; 70.9% male, 43.5% Black, 32.1% White). The intended factor analysis method, exploratory factor analysis, was not possible due to method effects. Confirmatory factor analysis was conducted and produced an eight-factor model, which contradicted the hypothesized two-factor model. Correlations between the eight factors and theoretically related constructs provided some support for the construct validity of seven of the eight factors, excluding the control factor. Overall, the analyses suggested that the TAM-EE does measure teachers’ purposefulness, globality, stability, motivation, locus, blame, and negative intent attributions of students’ challenging behaviors; however, not in the hypothesized way or in alignment with prominent attribution theories. This limits the usability of the measure and suggests that significant revisions or a new measure are needed.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-29-2025