Predictors of non‐compliant classroom behaviour of secondary school students. Identifying the influence of sex, learning problems, behaviour problems, social behaviour, peer relations and student–teacher relations

Autor(en)

Susanne Schwab, Boris Eckstein, Kurt Reusser

Abstrakt

Students' non-compliant classroom behaviour is mentioned as one of the biggest challenges for teaching. This study examines the non-compliant behaviour of secondary school students and its predictors. Data were obtained from a longitudinal sample of 639 secondary school students in Austria (Styria). Students filled out a paper-pencil questionnaire at the end of the 7th grade (mean age = 13.5 years, SD = 0.61) and 8th grade. Non-compliant classroom behaviour was assessed using a 15 item self-rating scale. First results indicate that boys show more non-compliant classroom behaviour than girls. Students with hyperactivity stated to show more non-compliant classroom behaviour than students without hyperactivity. However, students with and without emotional problems as well as students with and without learning problems did not differ in their self-rated non-compliant classroom behaviour. Findings of multi-level analyses showed that more positive student-teacher relation is linked with less non-compliant classroom behaviour for both girls and boys. As non-compliant classroom behaviour is a relatively stable characteristic of both male and female students, it is important to intervene as early as possible. In addition, schools should take classroom compositions into account and make teachers aware of the high importance of the student-teacher relation for students' behaviour.

Organisation(en)

Institut für Bildungswissenschaft, Institut für Lehrer*innenbildung

Externe Organisation(en)

Pädagogische Hochschule St. Gallen, Universität Zürich (UZH), Bergische Universität Wuppertal, North-West University

Journal

Journal of Research in Special Educational Needs

Band

19

Seiten

220-231

Anzahl der Seiten

12

DOI

https://doi.org/10.1111/1471-3802.12444

Publikationsdatum

12-2018

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Education

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/68c00803-190d-45b7-8b50-31543cbc9d45