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

Myers, Scott A.; Goldman, Zachary W.; Ball, Hannah; Carton, Shannon T.; Atkinson, Jordan; Tindage, Melissa F.; Anderson, Amena O.

doi:10.1080/17404622.2015.1064984

Cited by 2 publications

(6 citation statements)

References 36 publications

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“…For student distracting behaviors, the anti-citizenship behaviors scale (Myers et al, 2015) was used as a sensitizing framework for code creation. All of the student behaviors were able to be coded into one of the four anti-citizenship behaviors categories (i.e., physical, technology, participatory, or etiquette).…”

Section: Discussionmentioning

confidence: 99%

Section: Students: Anti-citizenship Behaviors As Sources Of Distractionmentioning

confidence: 98%

“…Many of the student behaviors that are deemed distracting also emerged in Myers et al's (2015) study on classroom anti-citizenship behaviors. Simply put, Myers et al (2015) defined classroom anti-citizenship behaviors as intentional behaviors that disrupt the classroom. They argued that: all students in the classroom can be affected by anti-citizenship classroom behavior-whether it be the students who engage in this behavior, the students who witness this behavior, or the students who are the direct targets of this behavior-and can become distracted by it (p. 236).…”

Section: Students: Anti-citizenship Behaviors As Sources Of Distractionmentioning

confidence: 98%

“…When peers engage in distracting behaviors, students report sub-optimal outcomes including feeling distracted or becoming angry at peers (Galanes & Carmack, 2013). Myers et al (2015) found that these anti-citizenship behaviors were negatively related to affective learning, perceived cognitive learning, state motivation, and communication satisfaction. Further, distracting behaviors disrupt the learning environment and may be initiated by or negatively impact both students and instructors (Hirschy & Braxton, 2004;Seidman, 2005).…”

Section: Students: Anti-citizenship Behaviors As Sources Of Distractionmentioning

confidence: 99%

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Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective

Frisby

Sexton

Buckner

et al. 2018

ij-sotl

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Framed by literature regarding classroom interactions that affect students' cognitive processing, this study provided an integrative approach to understanding distracting instructor and student communication. Participants qualitatively reported on either a distracting peer (n = 90) or instructor (n = 127). The responses were coded using anti-citizenship behaviors and instructor misbehaviors. One additional category emerged that extends the instructor misbehavior literature. Participants completed a new distraction scale and a cognitive load scale. Our results revealed differences in frequencies for each behavior, but all instructor and student behaviors were equally distracting and had similar negative influences on students' cognitive load. Implications for instructors to manage these distracting behaviors are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Students: Anti-citizenship Behaviors As Sources Of Distractionmentioning

confidence: 98%

Section: Students: Anti-citizenship Behaviors As Sources Of Distractionmentioning

confidence: 98%

Section: Students: Anti-citizenship Behaviors As Sources Of Distractionmentioning

confidence: 99%

See 2 more Smart Citations

Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective

Frisby

Sexton

Buckner

et al. 2018

ij-sotl

View full text Add to dashboard Cite

show abstract

“…In addition, his study did not take account of any emotional or personality variables while developing his scale. Myers et al (2015) use the term "anti-citizenship behaviours" (ACBs) for students" negative behaviour, defining them as:…”

Section: R M B Rmentioning

confidence: 99%

Qualitative Study of Dysfunctional Behaviours (DB) within a Pakistani Higher Educational Context.

Baloch¹,

Makhdoom²,

Shahani³

2020

IRMBR

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The recent development in Pakistani higher educational sector has compelled university management to improve educational service quality. Student dysfunctional behaviours (SDB) is one of the key factors that adversely impacted educational environment. Various researchers have investigated these behaviours in the western context. The objective of this study is to investigate SDB within the Pakistani context. This study used a qualitative approach to develop an in-depth understanding of SDB within Pakistani higher educational context. This current study identified three dimensions of SDB and concluded that understanding of these dimensions will facilitate university management in policy formulation to tackle the issue of SDB. Keywords: Student Dysfunctional Behaviours (SDB), University Management, Qualitative Study.

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

Cited by 2 publications

References 36 publications

Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective

Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective

Qualitative Study of Dysfunctional Behaviours (DB) within a Pakistani Higher Educational Context.

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