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

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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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Official URL: http://dx.doi.org/10.1080/01443410.2014.907556

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