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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 25, 2005 - Issue 5
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Original Articles

Students’ Perceptions of Classroom Behaviour Problems and the Effectiveness of Different Disciplinary Methods

Josephine Infantino RMIT University, Australia
&
Emma Little RMIT University, AustraliaCorrespondence[email protected]
Pages 491-508 | Published online: 19 Jan 2007

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Hanne Kristin Aas, M. Uthus & A. Løhre. (2024) Inclusive education for students with challenging behaviour: development of teachers’ beliefs and ideas for adaptations through Lesson Study. European Journal of Special Needs Education 39:1, pages 64-78.
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Ana Rodrigues de Lemos, Sofia Mendes & Teresa Leal. (2023) School misbehavior: Elementary students’ perspectives on typologies, attributions, and strategies. International Journal of School & Educational Psychology 11:4, pages 354-366.
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Niamh Flynn, E. O’Brien, Y. Kennedy & G. Greene. (2023) An ecological analysis of teacher perceptions of, and responses to, student unproductive behaviour in Irish primary schools. Irish Educational Studies 0:0, pages 1-18.
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Faming Wang, Yaping Liu & Shing On Leung. (2022) Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling. School Effectiveness and School Improvement 33:3, pages 479-496.
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Maija Lanas, Eva Bendix Petersen & Kristiina Brunila. (2022) The discursive production of misbehaviour in professional literature. Critical Studies in Education 63:3, pages 355-370.
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Masahiro Shiomi, Yumiko Tamura, Mitsuhiko Kimoto, Takamasa Iio, Reiko Akahane-Yamada & Katsunori Shimohara. (2021) Two is better than one: verification of the effect of praise from two robots on pre-school children’s learning time. Advanced Robotics 35:19, pages 1132-1144.
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Sabine Glock & Hannah Kleen. (2019) Teachers’ responses to student misbehavior: the role of expertise. Teaching Education 30:1, pages 52-68.
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Francesco Sulla, Dolores Rollo, Roberto Cattivelli & Alex Harrop. (2018) The effect of increasing written approval on Italian students’ academic performance in higher education. Educational Psychology in Practice 34:3, pages 262-271.
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Ruth Payne. (2015) Using rewards and sanctions in the classroom: pupils’ perceptions of their own responses to current behaviour management strategies. Educational Review 67:4, pages 483-504.
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Catrinel A. Ştefan, Oana L. Rebega & Alina Cosma. (2015) Romanian Preschool Teachers’ Understanding of Emotional and Behavioral Difficulties: Implications for Designing Teacher Trainings. Journal of Early Childhood Teacher Education 36:1, pages 61-83.
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Rosemary Battalio, Angela Dalhoe & Daniel Shirer. (2013) Walking the Fine Line: How High School Teachers “Manage” Behavioral Issues. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 86:5, pages 190-194.
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Cecilia Simón, Pilar Gómez & Jesús Alonso-Tapia. (2013) Prevención de la disrupción en el aula: papel del clima motivacional de clase y de las estrategias de afrontamiento. Culture and Education 25:1, pages 49-64.
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Matthew S. Nelson & Danielle Boisvert. (2011) Testing the effects of delinquent peers and self‐control on disruptive behaviors in the college classroom. Criminal Justice Studies 24:2, pages 165-181.
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Chris Kyriacou. (2010) Japanese high school teachers' views on pupil misbehaviour. Pedagogy, Culture & Society 18:3, pages 245-259.
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Robert Thornberg. (2010) A study of children’s conceptions of school rules by investigating their judgements of transgressions in the absence of rules. Educational Psychology 30:5, pages 583-603.
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Jiliang Shen, Na Zhang, Caiyun Zhang, Paul Caldarella, MichaelJ. Richardson & RyanH. Shatzer. (2009) Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems. Educational Psychology 29:2, pages 187-201.
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Penny Clunies‐Ross, Emma Little & Mandy Kienhuis. (2008) Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology 28:6, pages 693-710.
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Meixia Ding, Yeping Li, Xiaobao Li & Gerald Kulm. (2008) Chinese teachers' perceptions of students' classroom misbehaviour. Educational Psychology 28:3, pages 305-324.
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Chris Kyriacou, Elias Avramidis, Harald Høie, Paul Stephens & Åge Hultgren. (2007) The development of student teachers' views on pupil misbehaviour during an initial teacher training programme in England and Norway. Journal of Education for Teaching 33:3, pages 293-307.
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Robyn Beaman, Kevin Wheldall & Coral Kemp. (2007) Recent Research on Troublesome Classroom Behaviour: A Review. Australasian Journal of Special Education 31:1, pages 45-60.
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Pierre Meinokat & Ingo Wagner. (2024) Classroom disruptions in digital teaching during the pandemic – an interview study. Frontiers in Education 9.
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Reena Cheruvalath & Ajay Gaude. (2022) Managing problem behavior and the role of metacognitive skills. European Journal of Psychology of Education 38:3, pages 1227-1250.
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Faming Wang, Ronnel B. King & Shing On Leung. (2022) Why do East Asian students do so well in mathematics? A machine learning study. International Journal of Science and Mathematics Education 21:3, pages 691-711.
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Sabine Glock & Hannah Kleen. (2022) A look into preservice teachers’ responses to students’ misbehavior: What roles do students’ gender and socioeconomic status play?. Studies in Educational Evaluation 75, pages 101207.
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Maija Lanas. (2019) Can performing happy childhood be an occupational skill required of students?. Childhood 26:2, pages 250-262.
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Karen Aldrup, Uta Klusmann, Oliver Lüdtke, Richard Göllner & Ulrich Trautwein. (2018) Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction 58, pages 126-136.
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Sabine Glock & Hannah Kleen. (2017) Gender and student misbehavior: Evidence from implicit and explicit measures. Teaching and Teacher Education 67, pages 93-103.
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Fatma Sadik. (2017) Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors. European Journal of Educational Research volume-7-2018:volume7-issue1.html, pages 31-44.
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Juho Honkasilta, Tanja Vehkakoski & Simo Vehmas. (2016) ‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD. Teaching and Teacher Education 55, pages 100-109.
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Svenja Buttner, Sip Jan Pijl, Jan Bijstra & Els van den Bosch. (2015) Personality traits of expert teachers of students with behavioural problems: a review and classification of the literature. The Australian Educational Researcher 42:4, pages 461-481.
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Yuanshan Cheng. (2014) What are Students’ Attitudes towards Different Management Strategies: A Cross-regional Study. Procedia - Social and Behavioral Sciences 141, pages 188-194.
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Terry Haydn. (2014) To what extent is behaviour a problem in English schools? Exploring the scale and prevalence of deficits in classroom climate. Review of Education 2:1, pages 31-64.
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Grete S. Vaaland & Erling Roland. (2013) Pupil aggressiveness and perceptual orientation towards weakness in a teacher who is new to the class. Teaching and Teacher Education 29, pages 177-187.
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Jesús Alonso-Tapia & Cecilia Simón. (2013) Differences between Immigrant and National Students in Motivational Variables and Classroom-Motivational-Climate Perception. The Spanish journal of psychology 15:1, pages 61-74.
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Rhonda Martinussen, Rosemary Tannock & Peter Chaban. (2010) Teachers’ Reported Use of Instructional and Behavior Management Practices for Students with Behavior Problems: Relationship to Role and Level of Training in ADHD. Child & Youth Care Forum 40:3, pages 193-210.
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Ming Ming ChiuBonnie Wing Yin Chow. (2011) Classroom Discipline Across Forty-One Countries: School, Economic, and Cultural Differences. Journal of Cross-Cultural Psychology 42:3, pages 516-533.
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Eleni Andreou & Apostolia Rapti. (2012) Teachers' Causal Attributions for Behaviour Problems and Perceived Efficacy for Class Management in Relation to Selected Interventions. Behaviour Change 27:1, pages 53-67.
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Markus P. Neuenschwander & Tina Malti. (2009) Selektionsprozesse beim Übergang in die Sekundarstufe I und IISelection processes in the transition to lower and upper secondary education. Zeitschrift für Erziehungswissenschaft 12:2, pages 216-232.
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Christian Berger, Ramin Karimpour & Philip C. Rodkin. 2008. School Violence and Primary Prevention. School Violence and Primary Prevention 295 322 .
Robyn Beaman, Kevin Wheldall & Coral Kemp. (2016) Recent Research on Troublesome Classroom Behaviour: A Review. Australasian Journal of Special Education 31:1, pages 45-60.
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