Poster #87 - The Influence of Social Classroom Cohesion on Disruptive Classroom Behavior – Longitudinal Findings

• In Event: 3-053 - Poster Session 10
  In Poster Session: PS 10 Section - Education, Schooling

Integrative Statement

Classroom disruptive behavior is a risk factor for teacher burnout and student development (Hastings & Bham, 2003; Beaman et al., 2007). Disruptive behavior can be influenced by individual dispositions, teachers’ classroom management skills, and the classmates. One process underlying the latter influence could be classroom social cohesion (Berten & Van Rossem, 2011), namely the extent of mutual interaction preferences within a group (Shaw, 1981). However, it remains unclear which processes underlie the association between social cohesion and individual disruptive classroom behavior. First, less cohesion between peers may be associated with more social friction in the classroom and thus with a greater frequency of individual disruptive behaviors (Hyp. 1). Second, classroom norms, which represent a behavioral standard in groups, may moderate the effect of social cohesion on disruptive behavior, in the sense that cohesion influences students in whichever direction the classroom norms are oriented (Hyp. 2). Third, classroom descriptive norms may serve as a mediator of cohesion on disruptive behavior: High classroom cohesion could shape descriptive classroom norms unfavorable to disruptive behavior, which in turn contribute to a decrease in individual disruptive behavior (Hyp. 3).
The sample consisted of 839 students, aged M=13.24 years (SD=0.7) from 55 classes attending 8 secondary schools. Participants reported anonymously on their behavior using the Fribourg Self- and Peer-Report Scales (Müller et al., 2013) across four measurement points in seventh grade. Social relationships in class were assessed using peer nominations of interaction preferences and analyzed with the social network software UCINET. Social cohesion was measured as a clustering coefficient (Borgatti et al., 2013). This variable indicates the proportion of closed interaction triangles (i.e., the friend of my friend is also my friend) across the sum of all interaction triplets by pupils in class. Classroom norms were measured as descriptive norms (i.e., classroom means of disruptive behavior, with students’ self-reported value removed; Henry et al., 2000). Longitudinal data analysis was conducted using multi-level models for change that controlled for several variables, such as structural social network features, gender, academic track, and classroom size.
The first hypothesis was supported (Table 1), suggesting that greater social cohesion leads to less individual disruptive behavior. Hypothesis 2 was not supported, as there was no significant interaction effect between social cohesion and classroom norms. In line with Hypothesis 3, the effect of cohesion on disruptive behavior was mediated by classroom norms. Mediation analyses (Table 2) showed that higher class cohesion predicted less favorable norms towards disruptive behavior. Second, more favorable norms towards disruptive behavior predicted more individual disruptive behavior. Third, using the Sobel-test, the indirect effect was highly significant, thus mediation was confirmed.
Our results indicate that high social classroom cohesion contributes to a decrease in individual disruptive behaviors over time. This process appears to be mediated by positive behavioral norm emergence among students. The present findings support the assumption that a high social classroom cohesion represents an important aspect of the larger learning environment in schools and future interventions by teachers or administrators may focus on increasing it within classrooms.

Authors

• Thomas Begert, University of Fribourg
  Presenting Author

• Christoph Michael Müller, University of Fribourg
  Non-Presenting Author