According to Attribution Theory we respond to situations and display behaviours which are dependent upon how we attribute meaning to the behaviour of others. Similarly, cognitive theories focus upon the way we behave in relation to what we think or understand. On the other hand psychophysiological studies of behaviour acknowledge the physiological determinants of behaviour, which are a result of physical changes in the body in response to a situation or perceived situation. All of these theories can contribute to our understanding of the way in which humans respond to a given situation. It is within this theoretical framework that the present study is proposed.

The present study is set within a wider longitudinal study exploring the nature of early practitioner development, from novice to expert, in relation to behaviour management in the primary classroom. InScotlandprimary school age ranges from 4.6 years to approximately 12 years of age. This research is underway and data is being collected yearly through a variety of methods to investigate how development from the novice to the expert is achieved.

The present study is particularly interested in cross cultural comparisons in order to explore the cultural aspects of development, as well as identify any differences and similarities between cultures. Furthermore the research is interested in exploring the way in which students react to classroom behaviour issues as a function of affective, cognitive and attributional responses. 

In order to explore these ideas, a three dimensional model of the teacher is tentatively proposed, where it is posited that the affective (physiological responses to inappropriate behaviour), the cognitive (thoughts and beliefs about children’s behaviour) and the attributional (beliefs about where the responsibility lies) will influence a practitioner’s actions in relation to behaviour issues, and these are developed as practitioners gain experience of and expertise in managing behaviour. While this model will be drawn upon to test developing practitioner’s responses and behaviours, an exploratory approach will be taken where other factors will be identified and investigated.

The participants in the study are all first year undergraduate student teachers, following an identical programme either inScotlandor inGreece, which is offered by theUniversityofDundee. Comparisons between the two student groups, who are studying and will practice within their own cultural context, will be explored to gain insights into the differences and similarities between cultural beliefs, values and behaviours, as well as investigating the similarities between the students’ physiological responses to behavioural issues.

From a theoretical perspective the research draws upon attribution theory, cognitive theories, physiological theories as well as learning theories, to identify and explain responses to behaviour issues within and across cultures.

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