Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective

Abstract

Disruptive student behavior is a frequent part of school life, most often shown by male students and related to many negative academic outcomes. In this study, we examined the psychological benefits of engaging in disruptive behavior for lowachieving students from an attributional perspective. In an experimental vignette study of 178 ninth graders from Germany, we tested whether the students' ratings of a target student who displayed disruptive behavior (instead of unobtrusive behavior) in a vignette would evoke lack-of-effort attributions for academic failure through students' expectations of teachers' reprimands. In order to account for the nested data structure (vignettes nested in participants), we applied multilevel analysis while testing for mediation effects. Results showed that the disruptive behavior of a target student triggered lack-of-effort attributions in students instead of lack-of-ability attributions for low academic achievement. This effect was mediated by students' expectations of teachers' reprimands. In addition, low-achieving students showing disruptive behavior were perceived as more popular but less liked personally and as more masculine and less feminine. The study adds to the understanding of disruptive behavior in class as an attempt of poor-performing students to elicit face-saving attributions for academic failure and enhance their peer status.

Study of The Lazy Nature of Physics Students Using The Quadratic Optimal Control Method

“…The feedback controller K(k) is 30 x 30 matrix that the diagonal entries contain the parameters in TABLE 3 for each student. During the observation, some things can increase students' motivation to counteract their lazy nature of learning, such as parents' motivation, comfortable learning environment, improvement in worship, and supportive learning colleagues (Kessels and Heyder 2020). The feedback controller K(k) can be interpreted as the percentages of those good things.…”

“…The lazy nature of learning is an obstacle in teaching and learning activities (Kessels and Heyder 2020). In the digital era, students are faced with activities that can reduce the desire to learn, such as online games and social media activities (Acosta and Denham 2018).…”

Instrumentality Gives Girls the Edge: Gender-Differential Relations Between Instrumentality, Achievement Motivation, and Self-Esteem

“…Studies showed that students perceive school and learning as something feminine (Heyder & Kessels, 2013;Jackson & Dempster, 2009). Indeed, male adolescents can actually increase their ascribed masculinity by not engaging at school or by being disruptive (Heyder & Kessels, 2017;Kessels & Heyder, 2020). Researchers have even posited that misconduct in school was closely tied to "enactment of masculinity in adolescence" (Heyder et al, 2021, p. 70).…”

Students’ motivation in biology lessons—can student autonomy reduce the gender gap?

“…Furthermore, through demonstrations of strength and independence, boys attempt to clearly distinguish themselves from girls (Flaake, 2006). Boys disturb class more frequently to gain attention, are distracted more easily, and do not feel obligated to abide by the rules (Flaake, 2006;Guggenbühl, 2008;Kessels & Heyder, 2020). As a consequence, boys tend to have conflicting relationships with their teachers (Hughes & Chen, 2011) and are more frequently criticized or admonished by the teacher than girls (Wienekamp, 1990).…”