Year: 2011
Type: article
Abstract: Teachers and school administrators often point to misbehavior as a significant impediment toteaching and learning. However, there is limited research considering whether classroommisbehavior influences achievement during elementary school. The present study examined howmisbehavior in classrooms relates to children's math and reading skills from kindergartenthrough third grade. Furthermore, it considered whether differences in children's approaches tolearning (ATL) and teachers' instructional practices are pathways through which misbehavioraffects achievement. Using data from the ECLS-K (n=13,700), this study found that increases inlevels of classroom misbehavior are related to reductions in reading and math achievement, evenwhen controlling for individual children's externalizing behaviors. Children's ATL and teachers' instructional time and pedagogical approach partially explain these associations. Implications for theory, measurement, and future research are discussed.
Author: Melissa Heatly Castle
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2231999713