Study of Students’ Disruptive Behavior in High School Education in Physical Education Classes

Maddeh, Talel; Bennour, Nabila; Souissi, Nizar

doi:10.4236/ape.2015.53018

Cited by 7 publications

(5 citation statements)

References 10 publications

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“…Thus, a closer look at the notion of disruptive behavior raises some intricate epistemological and methodological questions with great implications for educational practices. According to Maddeh, Bennour, and Souissi (2015), disruptive behaviors refer to any behavior that disrupts school activities and disturbs teachers and/or students in class. These behaviors harm the teacher/ students relationship and student learning outcome.…”

Section: Disruptive Behavior: What Does It Really Mean?mentioning

confidence: 99%

When disruptive behavior meets outcome-based education

et al. 2016

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Disruptive behavior is a major concern for most educational systems. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited effect or value. Moreover, recent neoliberal trends with increased focus on student learning outcome change the attitudes towards disruptive student behavior and also narrow down and homogenize the range of what is considered as "acceptable student behavior". In this article we discuss the interrelationship between an outcome-based, neoliberal school approach and notions of disruptive behavior. We claim that the outcome-based and neoliberal approach to education basically promotes an un-educational way of thinking about education that also has a huge influence on perceptions of and tolerance towards all kinds of disruptions in schoolswhether they come from students, parents, teachers or researchers.

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Section: Disruptive Behavior: What Does It Really Mean?mentioning

confidence: 99%

When disruptive behavior meets outcome-based education

et al. 2016

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“…Disruptive behaviors are defined as those that disrupt school activities, particularly behaviors that disturb teachers and/or students in class (Maddeh et al, 2015). For teachers, this set of inappropriate student behaviors hinders the normal development of classroom activities during the sessions, causing a great loss of time due to constant calls for attention that cause interruption of school planning and low academic performance (Sulbarán & León, 2014).…”

Section: Introductionmentioning

confidence: 99%

Prediction of disruptive behaviors from boredom and satisfaction with physical education

Baños,

Barretos Ruvalcaba,

Baena-Extremera

et al. 2024

CCD

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The aim of the present study was to analyze the psychometric properties of the Questionnaire for Disruptive Behavior in Physical Education (CCD-EF) in the Mexican context. A non-experimental, cross-sectional, correlational-causal study was designed in which 378 girls (M = 13.99; SD = .30) and 375 boys (M = 14.02; SD = .33), all high school students participated. The psychometric properties of the scale were analyzed by means of different exploratory and confirmatory analyzes that demonstrate that this instrument with four correlated factors, and as higher order models, is valid, reliable, and invariant as a function of sex. A regression model with latent variables showed a positive and significant prediction of boredom with Physical Education on disruptive behaviors, finding that this prediction is higher in boys than in girls. The CCD-EF has proven to be a reliable and valid instrument to use with Mexican high school students.

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“…Disruptive behaviors are de ned as those that disrupt school activities, particularly behaviors that disturb teachers and/or students in class [9]. For teachers, this set of inappropriate student behaviors hinders the normal development of classroom activities during the sessions, causing a great loss of time due to constant calls for attention that cause interruption of school planning and low academic performance [10].…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Disruptive Behavior in Physical Education Scale in Mexican students. Prediction of satisfaction with physical education

Baños

Barretos-Ruvalcaba²,

Extremera

et al. 2022

Preprint

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The aim of the present study was to analyze the psychometric properties of the Questionnaire for Disruptive Behavior in Physical Education (CCD-EF) in the Mexican context. A non-experimental, cross-sectional, correlational-causal study was designed in which 378 girls (Mean = 13.99; SD = .30) and 375 boys (Mean = 14.02; SD = .33), all high school students participated. The psychometric properties of the scale were analyzed by means of different exploratory and confirmatory analyses that demonstrate that this instrument with four correlated factors, and as higher order models, is valid, reliable, and invariant as a function of sex. A regression model with latent variables showed a positive and significant prediction of boredom with Physical Education on disruptive behaviors, finding that this prediction is higher in boys than in girls. The CCD-EF has proven to be a reliable and valid instrument to use with Mexican high school students.

show abstract

Study of Students’ Disruptive Behavior in High School Education in Physical Education Classes

Cited by 7 publications

References 10 publications

When disruptive behavior meets outcome-based education

When disruptive behavior meets outcome-based education

Prediction of disruptive behaviors from boredom and satisfaction with physical education

Psychometric Properties of the Disruptive Behavior in Physical Education Scale in Mexican students. Prediction of satisfaction with physical education

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