부산대학교 도서관

Students’ responses differ depending on the admonishing expressions that teachers use to correct undesirable behaviors in elementary school. The purpose of this study was to investigate students’ cognition of utterance intention, aversion, unconvincedness, remorse, and willingness to improve behavior in response to five types of admonishing expressions. Elementary school participants were asked to respond to a hypothetical situation in which they were a student who was skipping cleaning and were admonished by their teacher. The main results were as follows. (1) Expressions of direct action demand and self-control demand were generally more likely to be interpreted positively and were more likely to elicit the desired responses such as willingness to improve behavior. (2) Expressions of authoritative threat, negative personality evaluation, and abandonment were generally more likely to be interpreted negatively and were relatively less likely to elicit the desired responses such as willingness to improve behavior. (3) Regardless of the expression, the results suggest that a positive interpretation of the intention underlying the utterance led to positive responses, while negative interpretation led to negative responses. The findings of this study can expand metacognitive knowledge that will support teachers' use of effective admonishing expressions in educational communication with elementary school students.