Personal responsibility and behavioral disengagement in innocent bystanders during classroom management events: The moderating effect of teacher aggressive tendencies

References

• Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First-grade classroom behavior: Its short- and long-term consequences for school performance. Child Development, 64, 801–814.
   PubMed Web of Science ®Google Scholar
• Anderman, E. M., & Mueller, C. E. (2010). Middle school transitions and adolescent development. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling and human development (pp. 198–215). New York, NY: Routledge.
   Google Scholar
• Brendgen, M., Wanner, B., & Vitaro, F. (2006). Verbal abuse by the teacher and child adjustment from kindergarten through grade 6. Pediatrics, 117, 1585–1598.
   PubMed Web of Science ®Google Scholar
• Brown, A. (2009). Personal responsibility: Why it matters. London, UK: Continuum.
   Google Scholar
• Carbonaro, W. (2005). Tracking, students' effort, and academic achievement. Sociology of Education, 78, 27–49.
   Web of Science ®Google Scholar
• Cefai, C., & Cooper, P. (2010). Students without voices: the unheard accounts of secondary school students with social, emotional and behavior difficulties. European Journal of Special Needs Education, 25, 183–198.
   Google Scholar
• Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28, 693–710.
   Web of Science ®Google Scholar
• Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). “This is kind of giving a secret away…”: students' perspectives on effective class management. Teaching and Teacher Education, 19, 435–444.
   Web of Science ®Google Scholar
• Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40, 1649–1660.
   PubMed Web of Science ®Google Scholar
• Farkas, G., Grobe, R. P., Sheehan, D., & Shuan, Y. (1990). Cultural resources and school success: Gender, ethnicity, and poverty groups within an urban school district. American Sociological Review, 55, 127–142.
   Web of Science ®Google Scholar
• Feldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8, 133–156.
   Google Scholar
• Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and Inattentive-Withdrawn behavior and achievement among fourth graders. Elementary School Journal, 95, 421–434.
   Web of Science ®Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
   Web of Science ®Google Scholar
• Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148–162.
   Web of Science ®Google Scholar
• Greenwood, C. R. (1991). Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students. Exceptional Children, 57, 521–536.
   PubMed Web of Science ®Google Scholar
• Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis. New York, NY: Guilford Press.
   Google Scholar
• Hughes, J. N., Luo, W., Kwok, O. M., & Loyd, L. K. (2008). Teacher-student support, Effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1–14.
   PubMed Web of Science ®Google Scholar
• Hyman, I. A., & Snook, P. A. (1999). Dangerous schools: What we can do about the physical and emotional abuse of our children. San Francisco, CA: Josey-Bass.
   Google Scholar
• Jackson, P. (1968). Life in classrooms. New York, NY: Holt, Rinehart, and Winston.
   Google Scholar
• Johnson, M. K., Crosnoe, R., & Elder, G. (2001). Students' attachment and academic engagement: The role of race and ethnicity. Sociology of Education, 74, 318–340.
   Web of Science ®Google Scholar
• Lee, J.-S. (2013). The relationship between student engagement and academic performance: Is it a myth or reality. The Journal of Educational Research, 107, 177–185.
   Web of Science ®Google Scholar
• Lewis, R. (2001). Classroom discipline and student responsibility: The students' view. Teaching and Teacher Education, 17, 307–319.
   Web of Science ®Google Scholar
• Lewis, R., Montuoro, P., & McCann, P. (2013). Self-predicted classroom behavior without external controls: Imagining a “Lord of the Flies” scenario. Australian Journal of Education, 57, 270–291.
   Web of Science ®Google Scholar
• Lewis, R., & Riley, P. (2009). Teacher misbehavior. In I. J. Saha & A. G. Dworkin (Eds.), The international handbook of research on teachers and teaching (pp. 417–431). Norwell, MA: Springer.
   Google Scholar
• Lewis, R., Romi, S., Katz, Y. J., & Qui, X. (2008). Students' reaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education: An International Journal of Research and Studies, 24, 715–724.
   Web of Science ®Google Scholar
• Lewis, R., Romi, S., & Roache, J. (2012). Excluding students from classroom: Teacher techniques that promote student responsibility. Teaching and Teacher Education, 28, 870–878.
   Web of Science ®Google Scholar
• Mainhard, T., Brekelmans, M., & Wubbels, T. (2011). Coercive and supportive teacher behavior: Within- and across-lesson associations with the classroom social climate. Learning and Instruction, 21, 345–354.
   Web of Science ®Google Scholar
• Montuoro, P. (2016). The causal process of teacher aggression: A mixed methods analysis. Unpublished doctoral thesis. Melbourne, Australia: La Trobe University.
   Google Scholar
• Montuoro, P., & Lewis, R. (2014). Student perceptions of classroom management. In E. T. Emmer & E. J. Sarbonie (Eds.), Handbook of classroom management (2nd ed., pp. 344–362). New York, NY: Erlbaum.
   Google Scholar
• Openakker, M.-C., & Minnaert, A. (2011). Relationship between learning environment characteristics and academic engagement. Psychological Reports, 109, 259–284.
   PubMed Web of Science ®Google Scholar
• Poenaru, R., & Sava, F. A. (1998). Teacher abuse in schools: Ethical, psychological, and educational aspects. Bucharest, Romania: Editura Danubius.
   Google Scholar
• Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104, 700–712.
   Web of Science ®Google Scholar
• Roache, J., & Lewis, R. (2011). The Carrot, the stick, or the relationship: What are the effective disciplinary strategies? European Journal of Teacher Education, 34, 233–248.
   Web of Science ®Google Scholar
• Romi, S., Lewis, R., & Katz, Y. J. (2009). Student responsibility and classroom discipline in Australia, China, and Israel. Compare: A Journal of Comparative and International Education, 39, 439–453.
   Google Scholar
• Romi, S., Lewis, R., Roache, J., & Riley, P. (2011). The impact of teachers' aggressive management techniques on students' attitudes to schoolwork. The Journal of Educational Research, 104, 231–240.
   Web of Science ®Google Scholar
• Sartre, J. P. (2000). Being and nothingness: An essay on phenomenological ontology (H. Barnes, Trans.). Abingdon, UK: Routledge.
   Google Scholar
• Sava, F. A. (2002). Causes and effects of teacher conflict-inducing attitudes towards pupils: a path analysis model. Teaching and Teacher Education, 18, 1007–1021.
   Web of Science ®Google Scholar
• Swift, M., & Spivack, G. (1968). The assessment of achievement-related classroom behavior. Journal of Special Education, 2, 137–153.
   Web of Science ®Google Scholar
• Thomas, J. A., & Montomery, P. (1998). On becoming a good teacher: Reflective practice with regard to children's voices. Journal of Teacher Education, 49, 372–380.
   Web of Science ®Google Scholar
• Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331–349.
   Web of Science ®Google Scholar
• Virtanen, T. E., Lerkkanen, M.-K., Poikkeus, A.-M., & Kuorelahti, M. (2015). The relationship between classroom quality and students' engagement in secondary school. Educational Psychology, 35, 963–983.
   Web of Science ®Google Scholar
• Wang, M.-T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23.
   Web of Science ®Google Scholar
• Wang, M.-T., & Holcombe, R. (2010). Adolescents' perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633–662.
   Web of Science ®Google Scholar
• Yair, G. (2000). Educational battlefields in America: The tug-of-war over students' engagement with instruction. Sociology of Education, 73, 247–269.
   Web of Science ®Google Scholar