‘Who’s that girl sitting with the boys?’: negotiating researcher identity in fieldwork with adolescent boys

O’Brien, Rachel

doi:10.1080/13573322.2018.1543653

Cited by 5 publications

(10 citation statements)

References 42 publications

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“…This study illustrates precisely that boys have less personal self-control than girls, coinciding with a previous study of Spanish teenagers where male self-control was difficult to achieve and therefore led to a disruptive environment in the class [46]. Exploratory studies trying to understand power and gender, especially in boys, explain the importance they attach to appearance and how to act in front of others [49,53]. Therefore, this could explain the relationship between the male gender and a disruptive class atmosphere that we observed in our study.…”

Section: Discussionsupporting

confidence: 84%

“…Conflict situations in class are often associated with boys because of the importance they place on peer differences, competitiveness, continually striving to win or discrimination of a motor skill [48]. The authoritarian nature that boys can sometimes exhibit, coming from the desire to exaggerate their masculinity in PE classes [49], can lead to disobeying the rules laid down by the teachers. All this contrasts with the role of girls and their behaviour in PE classes, where they show more passive behaviours and a respect for or commitment to the class group and to the teachers [21,50].…”

Section: Discussionmentioning

confidence: 99%

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Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

Gallegos

Ruíz-Montero

Extremera

et al. 2019

IJERPH

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Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psychological needs on disruptive behaviours in secondary school PE students. The sample was composed of 758 adolescent students from seven public secondary schools. The following instruments adapted to physical education were used: The Disruptive Behaviours Questionnaire, The Evaluation of Teaching Competencies Scale, The Sport Motivation Scale, and The Basic Psychological Needs Scale. Multilevel regression models with the MIXED procedure were performed for data analysis. The results show that misbehaviour is more likely among male students and that disruptive behaviours decrease when a teacher is perceived as competent. Students with greater self-determined motivation are more likely to exhibit fewer behaviours related to low engagement and irresponsibility while amotivation increases the different disruptive behaviours in the classroom. In conclusion, it is proposed that educators work in line with the students’ needs by responding to their interests and that this will increase self-determined motivation.

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Section: Discussionsupporting

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

Gallegos

Ruíz-Montero

Extremera

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…The sessions took place away from other students and teachers and as the girls became more relaxed they began to eat crisps, text on their phones, chat and play music. Whilst these practices were not permissible in their regular classes, like others (Fitzpatrick and Allen, 2017;O'Brien, 2019), I did not challenge them and hoped supporting this more informal environment would position my research and me differently. I also attempted to distance myself from the identity of a teacher in other ways.…”

Section: Annette's Research and Participationmentioning

confidence: 95%

“…The teacher identity I was trying to reject often became reinforced and the researcher identity I was attempting to present became less evident. During data collection involving observations of PE lessons I utilised strategies similar to O’Brien (2019) to negate this teacher identity including distancing myself from the teachers, chatting to girls informally, and not displaying my staff card. These were a series of conscious and continuous acts of resistance to ‘mute power’ (Fitzpatrick and Allen, 2017), develop trust and negotiate my identity.…”

Section: Annette’s Research and Participationmentioning

confidence: 99%

Messy methods: Making sense of participatory research with young people in PE and sport

Fitzgerald

Stride

Enright

2020

European Physical Education Review

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Participatory research with young people has become an approach increasingly adopted by researchers within PE and sport. In this paper, we draw on our research diaries to collectively reflect on our experiences of attempting to work in participatory ways. Although we each work with different young people and have adopted differing participatory approaches, there are similarities in our research experiences. This includes recurring accounts of ‘muddling through’ and messiness occupying our reflections. We are also struck by the absence of concern within the literature to reveal the messiness of research. In light of our shared musings about participatory research with different young people, this paper offers some preliminary thoughts about our experiences of dealing with this messiness. We take as our focus the increasing concerns to support rights-based research that advocates inclusion, participation and empowerment, and draw on our research to explore how these features were worked towards. In these discussions we are open about the limitations of the research, challenges encountered and the resultant messiness arising. Our conclusion turns to what it might mean if researchers were more transparent about the usually unpredictable, messy and confusing situations that arise in the practice of doing participatory research with young people.

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“…After, there is distracts or disturbs others, with higher values than the others, (Jurado & Tejada, 2019), but not as significative as irresponsibility, opposite results to those from Martínez-Molina et al, (2020) who found that this dimension had lower punctuations. After there is fails to follow directions (Ishee & James, 2004;O'Brien, 2019) and aggressiveness (Klomsten et al, 2005) with the lower punctuations maybe due to the boys effort to display their masculinity in front of the girls (O'Brien, 2019).…”

Section: Discussionmentioning

confidence: 99%

Disruptive behaviours in Physical Education classes: A descriptive research in compulsory education

Navarro-Patón¹,

Mecías-Calvo

Gili-Roig³

et al. 2020

jhse

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The aim of this research was determining disruptive behaviours of Primary and Secondary Schoolchildren in physical education classes according to educational stage, age and gender. The sample consisted of a total of 1304 students from 10 to 16 years old (M = 12.77; SD = 1.89), of whom 548 were Primary Education and 756 of Secondary Education; 612 were boys (46.9%) and 692 were girls (53.1%). The data collection was conducted through to the appropriate conduct scale in physical education and sport (CCDEF). The results obtained showed significant statistical differences in the age factor on Aggressiveness (AGR) (p < .001), Irresponsibility (IRRP) (p < .001), Fails to follow directions (FFD) (p < .001), Distracts or disturbs others (DDO) (p < .001) and Poor self-management (PSM) (p < .001). Regarding gender, there were statistically significant differences between boys and girls in FFD and on PSM (p < .001). Also, significant statistical differences were found on stage factor on AGR (p < .001), IRRP (p < .001), FFD (p < .001), DDO (p < .001) and PSM (p < .001). Disruptive behaviours scores increase with age and are higher in Compulsory Secondary Education than in Primary education schoolchildren. Boys in Primary Education scores higher than girls in all dimensions studied, while boys in Compulsory Secondary Education do so on aggressiveness.

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‘Who’s that girl sitting with the boys?’: negotiating researcher identity in fieldwork with adolescent boys

Cited by 5 publications

References 42 publications

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

Messy methods: Making sense of participatory research with young people in PE and sport

Disruptive behaviours in Physical Education classes: A descriptive research in compulsory education

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