Factors Associated with Disruptive Behaviour in the Classroom

Bru, Edvin

doi:10.1080/00313830500372000

Cited by 28 publications

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“…In addition, students' perception of the relevance of schoolwork and of their cognitive competence was found to be associated with on-task behavior (Bru 2006). Expectedly, students' repeated misbehavior and lack of attention in the classroom is not only associated with negative consequences for teacher well-being (Hastings and Bham 2003) but also for students' achievement: The amount of attention students have during instruction is positively linked to achievement (Helmke 1986), and it has been argued that being engaged in a learning task is a major prerequisite for learning to occur (Emmer and Stough 2001).…”

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The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement

et al. 2010

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The relations between students' value orientations, decisions in conflicts between on-task and off-task actions in the classroom, and experiences of motivational interference following these conflicts were investigated. It was expected that well-being value orientation was positively linked and achievement value orientation was negatively linked to decision for off-task behavior in such conflicts and that the higher students' well-being value orientation, the higher their motivational impairment when deciding for the on-task behavior and the lower when deciding for the off-task behavior. For achievement orientation, the relationships were predicted to be reversed. The experience of motivational interference while performing on-task behavior was, in turn, expected to be related to worse grades. Data from 817 students (mean age 13.44) from 35 classrooms were collected using self-report questionnaires and analyzed in a series of hierarchical linear models. Analyses showed the relationships as predicted. All relationships found were comparable to the relationships found for a conflict between school and leisure actions after class. Results point out that even if students resist the off-task temptation in class, the mere possibility of off-task behavior can impair motivation and achievement.Résumé Dans le présent ouvrage, les décisions des élèves en cas de conflits entre un comportement attentif et inattentif en classe ont été analysées en même temps que leurs sentiments durant cette interférence motivationnelle. L'hypothèse de travail était que l'orientation vers les valeurs de bien-être avait une corrélation positive tandis que celle vers les valeurs de réussite scolaire corrélait négativement avec la décision pour l'inattention en classe et que, avec une plus grande orientation vers le bien-être, l'élève se trouvait moins motivé dans la décision pour la réussite scolaire et plus motivé, s'il optait pour l'inattention et vice versa en cas d'orientation inverse. Il était supposé que cette interférence motivationnelle correspondait à des résultats scolaires inférieurs. Les données de 817 élèves (moyenne d'âge 13.44) dans 35 classes ont été collectionnées à l'aide d'un questionnaire d'autoévaluation et analysées en utilisant des modèles hiérarchiques linéaires. Ces analyses confirment les relations comme prévues. Toutes les relations étaient comparables aux relations de conflits entre le travail pour l'école et les activités de loisirs d'après-midi. Les résultats montrent que même si l'élève résiste à la tentation de l'inattention en classe, la seule possibilité du comportement inattentif peut gêner la motivation et la réussite scolaire.Keywords Learning motivation . Motivational interference . Off-task behavior . School-leisure conflict . Value orientation On-task vs. off-task conflict as an instance of a motivational action conflict Students pursue a variety of goals in the classroom, such as "being a successful student", "doing the very best you can", "having fun", and "making or keeping friendships" (Wentzel 1989)....

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The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement

et al. 2010

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“…The way individual learners make use of the available technologies can have a huge impact on student achievement, as the usage of digital technologies can be done meaningfully or not (Jones & Issroff, 2007;Wei et al, 2011). In addition to that, since the learners will be having access to all kinds of games and other resources in the internet at their fingertips, the classroom might experience disruptive behaviour from the students (Bru, 2006). This remains one of the challenges for teachers to keep the learners on task and guiding them to make meaningful usage of available technologies during the learning activities.…”

Section: Nature Of the Technology Usage By Learnersmentioning

confidence: 99%

A Longitudinal Journey with BYOD Classrooms: Issues of Access, Capability and Outcome Divides

Adhikari

Mathrani

Scogings

2017

AJIS

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Bring Your Own Devices (BYOD) classrooms is the latest addition to the ongoing quest for transforming pedagogical practices and driving educational development outcomes. Governments and policymakers around the world are embracing the idea of integrating digital learning technologies into educational settings backed by research on the benefits offered like the lifelong development of individual learners. While technological interventions open up unlimited possibilities for accessing information and improving collaboration, thereby engaging learners with more interactive learning activities, a new type of gap between individuals could also take shape as the penetration of technologies and adoption stages advance. Results from past projects of similar nature within educational settings have indicated the possible rise in the gap among individuals based on digital access (i.e., equity in access/ownership of digital learning technologies), digital capability (i.e., equity in digital/information literacy skills and usage) and digital outcome (i.e., equity in knowledge acquisition and progression).Therefore, we have conducted a longitudinal study to investigate a BYOD initiative by a New Zealand School. This study shares rich insights in the context of technology-mediated pedagogies and specifically BYOD classroom, as to how digital divides moved beyond access and skills to ensure inclusive learning outcomes. As a part of the five-year study of the technology-mediated teaching and learning initiative, we have been able to explain some of the unanswered questions around the issue of digital divides in the learning process. We investigated issues pertaining to digital divide in the context of BYOD classrooms to make the following revelations. First, the BYOD classroom initiative did not end up accentuating existing gaps in access to digital tools and technologies, despite earlier studies indicating towards increase in gaps. Second, our analysis strongly indicated the changing nature of digital divides with the presence of gaps in terms of information literacy and critical thinking ability, as the BYOD classroom progressed to mature stage. This was eventually bridged in the later stage, as students slowly adjusted to the classroom curricular structures in the BYOD classroom. Third, learner self-efficacy has been identified as a determinant of learning outcomes. In the earlier phase of ICT adoption, learner self-efficacy is influenced by a combination of information literacy, critical thinking ability, and positive motivation; however subsequently, self-efficacy influences affordances in various aspects of social cognitive abilities related to individual's learning activities affecting how learners engage and apply technology to achieve learning outcomes.

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“…Good relationships with teachers can promote positive behaviour and inhibit the negative. Findings from several studies indicate that pupils who feel emotionally supported by their teachers are more likely to display higher levels of on-task behaviour and lower levels of disruptive behaviour (Bru 2006;Fraser and Fisher 1982;Hamre and Pianta 2001). Previous research also suggests that the establishment of clear rules for classroom behaviour and careful monitoring of pupils' schoolwork could be crucial in preventing disruptive behaviour (Barber and Olsen 2004;Doyle and Carter 1987;Levin and Nolan 1996;Mortimore et al 1988).…”

Section: Introductionmentioning

confidence: 99%

“…For less academic pupils and for those who prefer practical subjects, it may have become more difficult to find schoolwork appealing or to understand the future relevance of schoolwork (Birkemo 2000). Perceptions of schoolwork as meaningless may lead to disruptive behaviour (Bru 2006). This could be an especially critical factor in a nation with a blooming economy, such as Norway, where it is relatively easy for young people to get well-paid jobs without particularly high achievement at school.…”

Section: Introductionmentioning

confidence: 99%

Academic outcomes in school classes with markedly disruptive pupils

Bru

2009

Soc Psychol Educ

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The aim of the present research is to investigate the degree to which average academic outcomes in secondary school classes are associated with the inclusion of markedly disruptive pupils. Findings are based on two separate studies among pupils in Norwegian secondary schools. The first s tudy i ncluded a r elatively large sample of 2,332 pupils from 105 school classes and used pupil report of disruptive behaviour, perceived peace to learn and grades achieved. A second study, conducted among a smaller sample of 496 pupils from 21 school classes, included teacher reports of pupil behaviour and grades achieved, as well as scores from tests in two school subjects. Results indicate that a relatively large percentage of Norwegian secondary pupils want less classroom disruption. Pupils in classes with markedly disruptive pupils reported significantly less opportunity to learn in peace. However, the percentage of between class variance in perceived peace to learn was relatively low, indicating that lack of peace to learn is a general problem in Norwegian classrooms, irrespective of whether there are markedly disruptive individuals in the class. Finally, academic outcomes were not found to be significantly lower among pupils in classes with markedly disruptive pupils.

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Factors Associated with Disruptive Behaviour in the Classroom

Cited by 28 publications

References 27 publications

The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement

The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement

A Longitudinal Journey with BYOD Classrooms: Issues of Access, Capability and Outcome Divides

Academic outcomes in school classes with markedly disruptive pupils

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