Students' perceptions of classroom behaviour problems and the effectiveness of different disciplinary methods

Infantino, J and Little, E 2005, 'Students' perceptions of classroom behaviour problems and the effectiveness of different disciplinary methods', Educational Psychology, vol. 25, no. 5, pp. 491-508.


Document type: Journal Article
Collection: Journal Articles

Title Students' perceptions of classroom behaviour problems and the effectiveness of different disciplinary methods
Author(s) Infantino, J
Little, E
Year 2005
Journal name Educational Psychology
Volume number 25
Issue number 5
Start page 491
End page 508
Total pages 18
Publisher Taylor and Francis
Abstract The purpose of the present study was to examine students' perceptions of troublesome behaviour and the effectiveness of different disciplinary methods. To this end, 350 secondary school students completed the Classroom Behaviour Problems and Attitude Towards Disciplinary Methods questionnaire, and the results indicate that "talking out of turn" was the only behaviour perceived by both teachers and students to be most troublesome and most frequent. Deterrents that were perceived as most effective included being sent to the principal's office, detention, and getting an unfavourable report sent home. Regarding incentives, free time, a positive letter home, receiving a good mark, and getting a favourable academic report sent home were perceived to be most effective, while private praise and reprimands were also seen as an effective means for increasing appropriate behaviour. However, previous research suggests that teachers are choosing to use other strategies that are not seen by students as effective. Therefore, it was concluded that both teachers and students need to be educated regarding the results found in the current study, so that effective management strategies can be developed and used by teachers.
Subject Developmental Psychology and Ageing
Keyword(s) classroom behaviour
DOI - identifier 10.1080/01443410500046549
ISSN 0144-3410
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