Exploring children’s perceptions of the perceived seriousness of disruptive classroom behaviours

Dursley, L. and Betts, L. ORCID: 0000-0002-6147-8089, 2015. Exploring children’s perceptions of the perceived seriousness of disruptive classroom behaviours. Educational Psychology: an International Journal of Experimental Educational Psychology, 35 (4), pp. 416-429. ISSN 0144-3410

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Abstract

Children’s reports of the perceived seriousness of disruptive classroom behaviours were examined from their own perspective and from their perceptions of their peers’ beliefs about the same behaviour. Two hundred and 76 (116 female and 161 male, Mage = 11.00 years, SDage = 1.29) children recruited from a primary and a secondary school in the UK completed measures of the perceived seriousness of disruptive classroom behaviours from their own perspective and also their beliefs about their peers’ perceptions, social desirability, and social behaviour. A three factor structure of disruptive classroom behaviours emerged encompassing: Imprudent behaviours, negative behaviours, and expressed emotions. Children judged the disruptive classroom behaviours as more serious compared to how they thought their peers would judge the same behaviour. Gender and age differences also emerged. The findings support the conclusion that children regard disruptive classroom behaviours as more serious than they believe their peers do.

Item Type: Journal article
Alternative Title: Disruptive classroom behaviours [running head]
Publication Title: Educational Psychology: an International Journal of Experimental Educational Psychology
Creators: Dursley, L. and Betts, L.
Publisher: Taylor & Francis
Place of Publication: Abingdon
Date: 2015
Volume: 35
Number: 4
ISSN: 0144-3410
Identifiers:
NumberType
10.1080/01443410.2014.907556DOI
Divisions: Schools > School of Social Sciences
Depositing User: EPrints Services
Date Added: 09 Oct 2015 10:53
Last Modified: 09 Jun 2017 13:44
URI: http://irep.ntu.ac.uk/id/eprint/19771

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