Measuring Adolescent Attitudes Toward Classroom Incivility

Farrell, Ann H.; Provenzano, Daniel A.; Spadafora, Natalie; Marini, Zopito A.; Volk, Anthony A.

doi:10.1177/0734282915623446

Cited by 15 publications

(11 citation statements)

References 23 publications

(59 reference statements)

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“…For example, bullying can result in positive social rewards such as increased popularity and/or dominance (e.g., Reijntjes et al, 2013;Volk et al, 2014). Though, as mentioned above, uncivil behavior may represent a lower-level end of the antisocial continuum, there are positive associations between bullying and classroom incivility (Farrell et al, 2016;Spadafora et al, 2020;Spadafora & Volk, 2021). Therefore, it is possible that engaging in incivility may offer adolescents social rewards, akin to engaging in other antisocial behavior, like bullying.…”

Section: Incivility and Early Adolescent Social Relationshipsmentioning

confidence: 99%

“…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%

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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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: Incivility and Early Adolescent Social Relationshipsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 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

Self Cite

View full text Add to dashboard Cite

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“…Classroom incivility behavior has the potential to disrupt the learning environment and teaching capabilities of the institution (Feldmann, 2001). Educators can often ignore incivility behavior in order to have more teaching time and believe that these behaviors can be lost on their own (Farrell,Provenzano,Spadpfora,Marini & Volk, 2016).…”

Section: Discussion -Conclusion and Recommendationsmentioning

confidence: 99%

Predictive Effect of Social Achievement Goals and Classroom Incivility on Difficulties during Emotion Regulation

Turhan¹,

Bingöl²,

Arslan³

2019

HES

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The aim of this study is to examine the predictive role of students’ social achievement goals and classroom incivility levels in their emotion regulation skills. The study was conducted with 309 university students and used “Social Achievement Goal Scale”, “The Difficulties in Emotion Regulation Scale” and “Classroom Incivility Scale” as data collection tools. The study was carried out with 309 university students in Turkey during 2016-2017 academic year (1st, 2nd, 3rd and 4th year students). The findings obtained from regression analysis revealed that social achievement goals and classroom incivility account 15% of total changes in the difficulties faced during emotion regulation. As for the sub goals of the study, it was found that “social achievement goals” mean score of females was higher than that of males; males had higher “classroom incivility” levels than females; and the mean score of females for “difficulties in emotional regulation” was higher than that of males. While no difference was found in “incivility” factor in terms of “age” variable, there were significant differences in “social achievement goals” and “the difficulties in emotional regulation” factors. Similarly, there was no significant difference in “social achievement goals” and “classroom incivility factors” in terms of “class year” variable, but a significant difference was found for “difficulties in emotion regulation” factor. In addition, the results did not reveal any significant differences in “social achievement goals” and “classroom incivility” factors according to “perceived parental attitude”; however, a significant difference was found in “the difficulties in emotional regulation” factor. The research findings were discussed within the framework of the related literature.

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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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Measuring Adolescent Attitudes Toward Classroom Incivility

Cited by 15 publications

References 23 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

Predictive Effect of Social Achievement Goals and Classroom Incivility on Difficulties during Emotion Regulation

Does adolescent incivility longitudinally predict future bullying?

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