Child and Youth Classroom Incivility Scale (CYCIS): Exploring Uncivil Behaviors in the Classroom

Spadafora, Natalie; Volk, Anthony A.

doi:10.1007/s12310-020-09405-7

Cited by 7 publications

(37 citation statements)

References 35 publications

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“…We found that engaging in the highest amount uncivil behavior in the classroom was related to having fewer friendships and lower levels of prestige. This aligns with previous research on classroom incivility that reports negative associations with prosocial traits and behavior (e.g., kind, fair, and cooperative; Spadafora & Volk, 2021; Volk et al, 2016). There seems to be a limit to how much uncivil behavior peers within the network will tolerate; too much uncivil behavior is linked with social costs, as opposed to benefits (described above).…”

Section: Discussionsupporting

confidence: 90%

“…Classroom incivility can negatively affect students' academic progress, create disengagement from lessons and general learning, and influence bystanders to reduce critical thinking and involvement with the material presented in class (Biggs & Tang, 2011; Hirschy & Braxton, 2004). Moreover, displays of incivility directed toward an individual tend to leave victims feeling anxious, stressed, and dejected (Zauderer, 2002), while perpetration is associated with higher intensity antisocial behavior, such as bullying and aggression (Marini, 2009; Farrell et al, 2016; Spadafora et al, 2020) and has negative psychosocial implications (Volk et al, 2016; Spadafora & Volk, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Incivility is, therefore, a social process occurring within social contexts. Uncivil behavior can be situated on the lower end of a continuum of antisocial behavior (Marini, 2009), where it shares medium-sized positive correlations with aggression and bullying (Spadafora & Volk, 2021) as well moderate to large positive correlations with general antisocial behavior (Farrell et al, 2016; Volk et al, 2016). It is therefore related to, but not the same as, more serious antisocial behavior, particularly with respect to the more ambiguous nature of intent associated with incivility (Andersson & Pearson, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…It is therefore related to, but not the same as, more serious antisocial behavior, particularly with respect to the more ambiguous nature of intent associated with incivility (Andersson & Pearson, 1999). Research on adolescent incivility has conceptualized these actions as low-level behavior, including intentional and unintentional acts, that can disrupt the learning environment (Marini, 2009; Farrell et al, 2016; Spadafora & Volk, 2021). Unintentional incivility includes behavior that is generally due to carelessness and inattention (e.g., texting during a lesson) whereas intentionally uncivil behavior is directly aimed to hurt someone else (e.g., posting mean comments).…”

Section: Introductionmentioning

confidence: 99%

“…Given that classroom incivility is generally a disruptive behavior, yet similar antisocial behavior has been linked to more prominent network positions, we were unsure if there would be social costs or benefits to engaging in such behavior. Since previous research has suggested classroom incivility is negatively associated with prosocial behavior and positively associated with conduct problems in youth (Spadafora & Volk, 2021; Volk et al, 2016), we hypothesized that children and youth with higher levels of classroom incivility would have lower levels of both local and global measures of social network position (e.g., friendship nominations, centrality, and social network prestige). Considering the social nature of incivility in the classroom, it was important for us to utilize social network variables to explore this behavior, as it allows us to study social dynamics in a unique way that other methods do not allow.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Be a Little Rude, but not too Much: Exploring Classroom Incivility and Social Network Position in Adolescents

Spadafora

Al-Jbouri

McDowell

et al. 2021

The Journal of Early Adolescence

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Classroom incivility is a critical concept relating to the academic and psychosocial well-being of children and youth. However, there has yet to be research investigating whether there are social benefits to this behavior in early adolescence. Therefore, the goal of this study was to explore the relationship between classroom incivility and measures of social network position, including incoming and mutual friendships, two forms of centrality, and social network prestige. We investigated network position of 488 students between the ages of 9 and 14 ( M = 11.48; SD = 1.14). Our findings highlight a general negative curvilinear association between classroom incivility and social network position. Specifically, children and youth who engage in moderate levels of classroom incivility have more friends and are leaders in the group (higher network prestige). In contrast, those who engage in higher or lower levels of classroom incivility have fewer friends and are less prestigious.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Be a Little Rude, but not too Much: Exploring Classroom Incivility and Social Network Position in Adolescents

Spadafora

Al-Jbouri

McDowell

et al. 2021

The Journal of Early Adolescence

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Does adolescent incivility longitudinally predict future bullying?

Spadafora,

Volk

2023

Journal of Adolescence

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IntroductionAdolescent bullying is a complicated behavior that is difficult to prevent. Understanding factors that predict bullying during adolescence can help us minimize such behavior. Classroom incivility is a low‐level antisocial behavior that has been discussed in the literature as being a potential predictor of bullying in adolescence. Therefore, the goal of the present study was to examine the longitudinal link between classroom incivility and bullying.MethodsData for the current study was collected using quantitative surveys at two‐time points, three years apart (November 2019 and November 2022) in southern Ontario, Canada. Our sample comprised 349 adolescents (51.3% boys, 46.4% girls, 0.6% other, and 1.7% preferred not to say) between the ages of 9 and 14 years old (M = 11.92 years; SD = 1.42). We utilized cross‐lagged analyses to examine the stability of classroom incivility in adolescence, and the longitudinal association between classroom incivility and bullying.ResultsClassroom incivility at Time 1 predicted bullying behavior at Time 2, while bullying at Time 1 did not predict classroom incivility at Time 2. Our results not only support the stability of levels of classroom incivility across time, but also provide empirical support for classroom incivility as a precursor to bullying behavior.ConclusionOur study suggests that classroom incivility can not only negatively impact the learning environment but may also be implicated in contributing to the circumstances that promote bullying behavior in adolescence, highlighting the importance of limiting uncivil behavior before it escalates into more severe forms of behavior.

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Teacher–student relationships and adolescents' classroom incivility: A moderated mediation model of moral disengagement and negative coping style

Gao,

Kong,

Cui

et al. 2023

Psychology in the Schools

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The current study examined whether moral disengagement would mediate the association between adolescents' teacher–student relationships and classroom incivility and sex and age differences in this mediation model. We also examined whether the mediating effect of moral disengagement would be moderated by negative coping styles. Participants comprised 2646 Chinese students (mean age = 13.85 years, SD = 1.45). Results indicated that teacher–student relationships were significantly and negatively associated with adolescents' classroom incivility and moral disengagement mediated this association. Furthermore, this mediating process differed between males and females as well as early and middle adolescents. Specifically, males were more likely to use moral disengagement strategies to engage in classroom incivility than females. Age moderated the association between teacher–student relationships and moral disengagement as well as moral disengagement and classroom incivility, and these two associations became stronger for early adolescents than for middle adolescents. Moreover, negative coping styles moderated the association between teacher–student relationships and classroom incivility and the association between moral disengagement and classroom incivility. The direct association between teacher–student relationships and classroom incivility became nonsignificant for adolescents with high negative coping styles. The study contributes to clarifying the mediating and moderating mechanisms underlying the effect of teacher–student relationships on adolescents' classroom incivility.

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Child and Youth Classroom Incivility Scale (CYCIS): Exploring Uncivil Behaviors in the Classroom

Cited by 7 publications

References 35 publications

Be a Little Rude, but not too Much: Exploring Classroom Incivility and Social Network Position in Adolescents

Be a Little Rude, but not too Much: Exploring Classroom Incivility and Social Network Position in Adolescents

Does adolescent incivility longitudinally predict future bullying?

Teacher–student relationships and adolescents' classroom incivility: A moderated mediation model of moral disengagement and negative coping style

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