Assessing College Student Use of Anti-citizenship Classroom Behavior: Types, Reasons, and Association with Learning Outcomes

Abstract

This assessment examined the presence of anti-citizenship behavior (ACB) in the college classroom by (1) identifying the types of ACB college students use in their classes, (2) identifying the reasons why students use ACB, and (3) exploring the link between ACB and student learning outcomes. The results indicated that (1) participants report four types of ACB (i.e., participatory, technological, physical, and etiquette) used in their classes; (2) participants attribute the use of ACB to either their classmates or their instructors; and (3) perceived classmates’ use of ACB is negatively related to student affective learning, perceived cognitive learning, state motivation, and communication satisfaction.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The 13 items are “make jokes or sarcastic remarks either toward the instructor or other students during class discussion”; “either over-participate (continuously participate, ask redundant questions, or contribute long-winded examples) or under-participate (avoid participation or purposefully do not respond) during class”; “argue with the instructor during class”; “use their cell phones during class to text, talk, take pictures, or use social network sites”; “allow their cell phones to ring, beep, vibrate loudly, or play music during class”; “use computer devices for non-class purposes such as watching videos, surfing social network sites, playing games, or engaging in other activities during class”; “either arrive late or leave early while class is in session;”; “pack their belongings before the instructor ends class;”; “fidget during class by tapping or clicking writing instruments, shaking their seats, or acting restless during class”; “have side conversations while the instructor is lecturing or when the class is engaged in a discussion”; “bring food to class, which is opened noisily, eaten loudly, or has a distracting smell or sight”; “come to class smelling like smoke, alcohol, vomit, or other odors”; and “leave newspapers, paper, or food items on the tables, desks, or floors in the classroom rather than discarding them in a trash receptacle.”