Electronic Thesis and Dissertation Repository

Degree

Master of Education

Program

Education

Supervisor(s)

Dr. Vicki Schwean

Abstract

Recent research in classroom management and student misbehaviour has focused on teacher and administrator perspectives with little attention paid to student perspectives. This study examined the effects of student misbehaviour on their perspectives of well-being in the classrooms, as well as their ability to control and regulate their own behaviour (i.e. behavioural self-efficacy). A Student Misbehaviour Questionnaire, constructed by the author, was administered to students in grades three through twelve, and follow-up focus group discussions were conducted with randomly selected students from each grade. Questionnaire results showed that both elementary and secondary students, in the presence of misbehaviour, felt physically safe; however, they also felt negative emotions such as anger, annoyance and sadness. Moreover, they perceived themselves as having a moderately high degree of behavioural self-efficacy. However, results from focus group discussions revealed conflicting responses to some questionnaire results, as well as some factors that affected student’s motivation to behave in socially desirable ways. It is important that student perspectives be examined for educators to gain a more holistic understanding of student misbehaviour in the classroom. Implications for educators regarding the development of behavioural programs and techniques, as well as support for student-centered approaches to educational theory and practice, are discussed.