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

Abstract

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.

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

“…The finding is consistent with previous studies that males have higher levels of moral disengagement and classroom incivility than females (Caprara et al, 2014; Spadafora & Volk, 2021; Wang, Ryoo, et al, 2017). The probable reason is that female adolescents have more moral emotions (e.g., guilt and empathy) and greater effortful control to limit their engagement in classroom incivility than male adolescents (Georgiou et al, 2021; Turhan et al, 2019). Similarly, multigroup analyses also showed that early and middle adolescents have different mechanisms underlying the mediation model.…”

“…Adolescents establish higher social network positions by engaging in moderate levels of classroom incivility (Spadafora et al, 2021). However, some studies indicate that classroom incivility can lead to many negative consequences for adolescents, such as psychological distress, disengagement from lessons, dissatisfaction with institutions, performance decline, and serious antisocial behaviors (Caza & Cortina, 2007; Farrell et al, 2016; Hudgins et al, 2022; Spadafora et al, 2020, 2021; Turhan et al, 2019). Most importantly, low‐intensity negative behaviors can be contagious (Foulk et al, 2016).…”