title: In charge but not in control: the management of teaching relationships by adults with low perceived power.
abstract: The paradoxical use of punitive force by adults with low perceived power was explored in teaching interactions. Punitive force was measured by the intensity of physical effort used in operating controls that displayed negative feedback to child trainees. Women who differed in perceived power were assigned to (a) situations in which they had high, low, or ambiguous control and (b) responsive, unresponsive, or ambiguously responsive children. Women with low perceived power--when given ambiguous control--were more likely than other women to (a) use high levels of punitive force and (b) show elevated levels of autonomic arousal. Arousal, in turn, partially mediated the relationship between perceived power and use of force. Women with low perceived power were also more likely to attribute intentionality to children whose behavior was ambiguous. Results were interpreted as having implications for violence within adult-child relationships.
authors.affiliation: Department of Psychology, University of California, Santa Barbara 93106, USA. bugental@psych.ucsb.edu
authors.forename: D B
authors.initials: DB
authors.lastname: Bugental
authors.forename: J C
authors.initials: JC
authors.lastname: Lewis
authors.forename: E
authors.initials: E
authors.lastname: Lin
authors.forename: J
authors.initials: J
authors.lastname: Lyon
authors.forename: H
authors.initials: H
authors.lastname: Kopeikin
mesh_terms: D000328:Adult; D000339:Affect; D002648:Child; D002675:Child, Preschool; D005246:Feedback; D005260:Female; D005712:Galvanic Skin Response; D006339:Heart Rate / Q000502:physiology; D006801:Humans; D008297:Male; D010287:Parent-Child Relations; D011678:Punishment; D013663:Teaching