dc.contributor.author
Kessels, Ursula
dc.contributor.author
Heyder, Anke
dc.date.accessioned
2021-04-19T12:38:15Z
dc.date.available
2021-04-19T12:38:15Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/30416
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-30157
dc.description.abstract
Disruptive student behavior is a frequent part of school life, most often shown by male students and related to many negative academic outcomes. In this study, we examined the psychological benefits of engaging in disruptive behavior for low-achieving students from an attributional perspective. In an experimental vignette study of 178 ninth graders from Germany, we tested whether the students’ ratings of a target student who displayed disruptive behavior (instead of unobtrusive behavior) in a vignette would evoke lack-of-effort attributions for academic failure through students’ expectations of teachers’ reprimands. In order to account for the nested data structure (vignettes nested in participants), we applied multilevel analysis while testing for mediation effects. Results showed that the disruptive behavior of a target student triggered lack-of-effort attributions in students instead of lack-of-ability attributions for low academic achievement. This effect was mediated by students’ expectations of teachers’ reprimands. In addition, low-achieving students showing disruptive behavior were perceived as more popular but less liked personally and as more masculine and less feminine. The study adds to the understanding of disruptive behavior in class as an attempt of poor-performing students to elicit face-saving attributions for academic failure and enhance their peer status.
en
dc.format.extent
31 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
Academic achievement
en
dc.subject
Disruptive behavior
en
dc.subject.ddc
300 Sozialwissenschaften::370 Bildung und Erziehung::373 Sekundarbildung
dc.title
Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.doi
10.1007/s11218-020-09550-6
dcterms.bibliographicCitation.journaltitle
Social Psychology of Education
dcterms.bibliographicCitation.number
3
dcterms.bibliographicCitation.pagestart
583
dcterms.bibliographicCitation.pageend
613
dcterms.bibliographicCitation.volume
23
dcterms.bibliographicCitation.url
https://doi.org/10.1007/s11218-020-09550-6
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Arbeitsbereich Bildungsforschung / Heterogenität und Bildung
refubium.funding
Springer Nature DEAL
refubium.note.author
Die Publikation wurde aus Open Access Publikationsgeldern der Freien Universität Berlin gefördert.
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.issn
1381-2890
dcterms.isPartOf.eissn
1573-1928