Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion

被引：7

作者：

Owens, Julie Sarno ^{[1
]}

Schwartz, Madeleine E. ^{[2
]}

Erchul, William P. ^{[3
]}

Himawan, Lina K. ^{[1
]}

Evans, Steven W. ^{[1
]}

Coles, Erika K. ^{[4
]}

Schulte, Ann C. ^{[5
]}

机构：

[1] Ohio Univ, Dept Psychol, Porter Hall 200, Athens, OH 45701 USA

[2] Ohio Univ, Clin Psychol, Athens, OH USA

[3] Univ Calif Riverside, Sch Psychol Program, Riverside, CA 92521 USA

[4] Florida Int Univ, Ctr Children & Families, Miami, FL 33199 USA

[5] Arizona State Univ, Sch Social & Family Dynam, Tempe, AZ 85287 USA

来源：

JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION | 2017年 / 27卷 / 04期

关键词：

DEFICIT HYPERACTIVITY DISORDER; BEHAVIOR SUPPORT PLANS; INTERPERSONAL INFLUENCE; PERFORMANCE FEEDBACK; REPORT CARD; POWER; BASES; MODEL; FRENCH; IMPLEMENTATION;

D O I：

10.1080/10474412.2016.1275649

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students' behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed.

引用

页码：411 / 436

页数：26

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