Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/1822/56685 |
Resumo: | Introduction. Classroom misbehavior is a major source of classroom-wasted time and a situation that negatively interferes with students’ opportunity to learn. Method. The present study investigated the relation between 5th through 9th grade perceived Portuguese teacher’s classroom management, teacher’s perceived time spend with misbehavior, teacher’s self-efficacy, and teacher’s perceived classroom misbehavior. A conditional process analysis of the relation between teacher’s classroom management and teacher’s perceived classroom misbehavior with mediator and moderator variables was tested. Results. Generically the results show that (1) teachers who perceive themselves as more controllers of students’ behaviors tend to perceive less misbehavior in the classroom; (2) that both teacher’s self-efficacy efficacy (TSE) and time spent with classroom misbehavior (TSMisb) are better predictors of classroom misbehavior than the classroom behavior management style; (3) both TSE and TSMisb fully mediate the relation between classroom management style and classroom perceived misbehavior. Discussion and Conclusion. Teachers must, therefore, learn the specific behaviors that more likely optimize the available instructional time and reduce time and energy wasted with students’ misbehavior. |
id |
RCAP_21753a2025d88582135b9553c9359b56 |
---|---|
oai_identifier_str |
oai:repositorium.sdum.uminho.pt:1822/56685 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade studentsclassroom management styleclassroom misbehaviorteacher’s self efficacytime spent with misbehaviorgestión de claseproblemas de comportamientoautoeficacia docentetiempo gastado con conductas disruptivasCiências Sociais::PsicologiaSocial SciencesIntroduction. Classroom misbehavior is a major source of classroom-wasted time and a situation that negatively interferes with students’ opportunity to learn. Method. The present study investigated the relation between 5th through 9th grade perceived Portuguese teacher’s classroom management, teacher’s perceived time spend with misbehavior, teacher’s self-efficacy, and teacher’s perceived classroom misbehavior. A conditional process analysis of the relation between teacher’s classroom management and teacher’s perceived classroom misbehavior with mediator and moderator variables was tested. Results. Generically the results show that (1) teachers who perceive themselves as more controllers of students’ behaviors tend to perceive less misbehavior in the classroom; (2) that both teacher’s self-efficacy efficacy (TSE) and time spent with classroom misbehavior (TSMisb) are better predictors of classroom misbehavior than the classroom behavior management style; (3) both TSE and TSMisb fully mediate the relation between classroom management style and classroom perceived misbehavior. Discussion and Conclusion. Teachers must, therefore, learn the specific behaviors that more likely optimize the available instructional time and reduce time and energy wasted with students’ misbehavior.Introducción. Los problemas de comportamiento constituyen una de las más grandes fuentes de pérdida de tiempo en el aula y afectan negativamente las oportunidades de aprendizaje de los alumnos. Método. Participaron en este estudio 600 profesores de los segundo y tercer ciclos del sistema educativo portugués (5º a 9º cursos). Se estudio la relación entre las percepciones de los profesores sobre su estilo de gestión de clase, el tiempo usado con conductas disruptivas, la autoeficacia docente y la disciplina en el aula. Resultados. Genéricamente los resultados muestran que: (1) los profesores que se perciben como más controladores de las conductas de los alumnos tienden a percibir menos problemas de comportamiento en el aula; (2) que la autoeficacia de los profesores y el tiempo gastado con conductas disruptivas en el aula son mejores predictores de la indisciplina que el estilo de gestión de clase; (3) la autoeficacia e el tiempo perdido con conductas disruptivas median totalmente la relación entre el estilo de gestión del aula y la indisciplina percibida. Discusión y Conclusión. Los profesores deben conocer los comportamientos específicos que más probablemente optimizan el tiempo de instrucción disponible y reducen el tiempo y la energía desperdiciados con la indisciplina en el aula.info:eu-repo/semantics/publishedVersionUniversity of AlmeriaUniversidade do MinhoLopes, João A.Silva, ElisabeteOliveira, CéliaSass, Daniel A.Martin, N.20172017-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/56685engLopes, João; Silva, E.; Célia Gomes de Oliveira; Sass, Daniel A.; Martin, N.Teacher’s Classroom Management Behavior and Students’ Classroom Misbehavior: A Study with 5th through 9th-Grade Students, Electronic Journal of Research in Educational Psychology, 16, 3, 467-490, 2018.1696-209510.14204/ejrep.43.17075info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:12:54Zoai:repositorium.sdum.uminho.pt:1822/56685Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:04:55.193284Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students |
title |
Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students |
spellingShingle |
Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students Lopes, João A. classroom management style classroom misbehavior teacher’s self efficacy time spent with misbehavior gestión de clase problemas de comportamiento autoeficacia docente tiempo gastado con conductas disruptivas Ciências Sociais::Psicologia Social Sciences |
title_short |
Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students |
title_full |
Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students |
title_fullStr |
Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students |
title_full_unstemmed |
Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students |
title_sort |
Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students |
author |
Lopes, João A. |
author_facet |
Lopes, João A. Silva, Elisabete Oliveira, Célia Sass, Daniel A. Martin, N. |
author_role |
author |
author2 |
Silva, Elisabete Oliveira, Célia Sass, Daniel A. Martin, N. |
author2_role |
author author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Lopes, João A. Silva, Elisabete Oliveira, Célia Sass, Daniel A. Martin, N. |
dc.subject.por.fl_str_mv |
classroom management style classroom misbehavior teacher’s self efficacy time spent with misbehavior gestión de clase problemas de comportamiento autoeficacia docente tiempo gastado con conductas disruptivas Ciências Sociais::Psicologia Social Sciences |
topic |
classroom management style classroom misbehavior teacher’s self efficacy time spent with misbehavior gestión de clase problemas de comportamiento autoeficacia docente tiempo gastado con conductas disruptivas Ciências Sociais::Psicologia Social Sciences |
description |
Introduction. Classroom misbehavior is a major source of classroom-wasted time and a situation that negatively interferes with students’ opportunity to learn. Method. The present study investigated the relation between 5th through 9th grade perceived Portuguese teacher’s classroom management, teacher’s perceived time spend with misbehavior, teacher’s self-efficacy, and teacher’s perceived classroom misbehavior. A conditional process analysis of the relation between teacher’s classroom management and teacher’s perceived classroom misbehavior with mediator and moderator variables was tested. Results. Generically the results show that (1) teachers who perceive themselves as more controllers of students’ behaviors tend to perceive less misbehavior in the classroom; (2) that both teacher’s self-efficacy efficacy (TSE) and time spent with classroom misbehavior (TSMisb) are better predictors of classroom misbehavior than the classroom behavior management style; (3) both TSE and TSMisb fully mediate the relation between classroom management style and classroom perceived misbehavior. Discussion and Conclusion. Teachers must, therefore, learn the specific behaviors that more likely optimize the available instructional time and reduce time and energy wasted with students’ misbehavior. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017 2017-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/56685 |
url |
http://hdl.handle.net/1822/56685 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Lopes, João; Silva, E.; Célia Gomes de Oliveira; Sass, Daniel A.; Martin, N.Teacher’s Classroom Management Behavior and Students’ Classroom Misbehavior: A Study with 5th through 9th-Grade Students, Electronic Journal of Research in Educational Psychology, 16, 3, 467-490, 2018. 1696-2095 10.14204/ejrep.43.17075 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
University of Almeria |
publisher.none.fl_str_mv |
University of Almeria |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799132459356389376 |