Correlates of Student Misbehavior Perceived by School Principals

• In Event: 51.078 - MTCC Roundtable Session 21
  In Roundtable Session: 51.078-13 - The Role of Student Perspectives and the Student/Teacher Relationship in Classroom Management and How It Translates Into Practice in the Classroom

Abstract

This proposed study was aimed at identifying what school-level characteristics attributable to different types of school-level student misbehavior in the U.S. and Australia. Student misbehavior generally refers to any types of behaviors that impair students’ learning and physical or emotional well-being in school contexts (Elliot et al., 1998). Latent class analysis (LCA) was used to identify classes of schools based on school misbehavior. LCA allowed us to identify three classes of schools based on various fit indices: Less misbehaving schools; moderately misbehaving schools; and highly misbehaving schools. In terms of school SES, lower school SES factor was stronger in the U.S. than in Australia. However, it is counterintuitive that higher self-confidence was associated with a highly misbehaving school membership.

Authors

• Young S. Seo, University at Buffalo - SUNY

• Taeyoung Kim