{"title":"School misbehavior: Elementary students’ perspectives on typologies, attributions, and strategies","authors":"Ana Rodrigues de Lemos, Sofia Mendes, Teresa Leal","doi":"10.1080/21683603.2023.2245357","DOIUrl":null,"url":null,"abstract":"ABSTRACT Extensive literature on school misbehavior has largely focused on teachers’ perceptions of the most frequent and troublesome classroom behaviors and the most commonly used strategies to manage them. Students’ perspectives on this topic have received comparatively little attention and most of the few existing studies were conducted with secondary students. This study investigates the perspectives of 115 elementary children on appropriate and inappropriate behaviors, on their causal attributions, and on how schools should manage children’s behavior. Their answers to an open-ended questionnaire were analyzed through qualitative thematic content analysis. Results suggest that children are exposed to an extensive number of negatively stated behavior expectations. When asked about causal explanations for behavior occurrences, children mainly mention factors related to themselves, particularly their social and emotional abilities. The frequent mentions of proactive strategies, such as explicit teaching, suggest that children’s recommendations on behavior management encompass evidence-based practices. Implications for future research, educational policies, and teachers’ training and practices are also provided.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"354 - 366"},"PeriodicalIF":1.8000,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2023.2245357","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT Extensive literature on school misbehavior has largely focused on teachers’ perceptions of the most frequent and troublesome classroom behaviors and the most commonly used strategies to manage them. Students’ perspectives on this topic have received comparatively little attention and most of the few existing studies were conducted with secondary students. This study investigates the perspectives of 115 elementary children on appropriate and inappropriate behaviors, on their causal attributions, and on how schools should manage children’s behavior. Their answers to an open-ended questionnaire were analyzed through qualitative thematic content analysis. Results suggest that children are exposed to an extensive number of negatively stated behavior expectations. When asked about causal explanations for behavior occurrences, children mainly mention factors related to themselves, particularly their social and emotional abilities. The frequent mentions of proactive strategies, such as explicit teaching, suggest that children’s recommendations on behavior management encompass evidence-based practices. Implications for future research, educational policies, and teachers’ training and practices are also provided.
期刊介绍:
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.