Influence of Teachers’ Reflections on their Cognitions about Children on Children’s Classroom Adjustment: A Case Study of Self-Monitoring Interviews

Abstract

This study examined how teachers’ reflection on children’s cognitions (child cognition) affected teachers’ cognitive dimension of children and children’s subjective classroom adjustment. We conducted intervention interviews using the Role Construct Repertory Test for Teachers (Kondo, 1995) to encourage teachers to examine their cognitions about children and reflect on their involvement with children for three months. The results indicated changes in teachers’ cognitive dimension of children and their behaviors in child guidance. Moreover, children in the middle group of the “position index within a teacher” significantly improved their subjective classroom adjustment due to intervention interviews.