Master of Education
Dr. Vicki Schwean
Recent research in classroom management and student misbehaviour has focused on teacher and administrator perspectives with little attention paid to student perspectives. This study examined the effects of student misbehaviour on their perspectives
Master of Education
Dr. Vicki Schwean
Recent research in classroom management and student misbehaviour has focused on teacher and administrator perspectives with little attention paid to student perspectives. This study examined the effects of student misbehaviour on their perspectives of well-being in the classrooms, as well as their ability to control and regulate their own behaviour (i.e. behavioural self-efficacy). A Student Misbehaviour Questionnaire, constructed by the author, was administered to students in grades three through twelve, and follow-up focus group discussions were conducted with randomly selected students from each grade. Questionnaire results showed that both elementary and secondary students, in the presence of misbehaviour, felt physically safe; however, they also felt negative emotions such as anger, annoyance and sadness. Moreover, they perceived themselves as having a moderately high degree of behavioural self-efficacy. However, results from focus group discussions reveal