TY - JOUR
T1 - Instructional and conventional lack of discipline: A predictor of academic performance
AU - Gotzens Busquets, Concepción
AU - Pros, Ramon Cladellas
AU - Clariana Muntada, Mercè
AU - Martín, Mar Badia
PY - 2015/1/1
Y1 - 2015/1/1
N2 - The objective of this study is to analyze the possible impact of disruptive classroom behaviors (instructional and conventional) on academic performance. Regarding the method, the sample consisted of 391 participants and utilized the ig scale for lack of discipline, which classifies types of disruptive behaviors in the classroom. The results and conclusions show congruence with the existence of two distinct factors that explain the lack of discipline in school, referred to as instructional lack of discipline and conventional lack of discipline. Furthermore, it has been confirmed that the characteristic behaviors of instructional lack of discipline correlate negatively and significantly with academic achievement.
AB - The objective of this study is to analyze the possible impact of disruptive classroom behaviors (instructional and conventional) on academic performance. Regarding the method, the sample consisted of 391 participants and utilized the ig scale for lack of discipline, which classifies types of disruptive behaviors in the classroom. The results and conclusions show congruence with the existence of two distinct factors that explain the lack of discipline in school, referred to as instructional lack of discipline and conventional lack of discipline. Furthermore, it has been confirmed that the characteristic behaviors of instructional lack of discipline correlate negatively and significantly with academic achievement.
KW - Academic performance
KW - Conventional lack of discipline
KW - Instructional lack of discipline
KW - Teaching-learning process
U2 - 10.15446/rcp.v24n2.44148
DO - 10.15446/rcp.v24n2.44148
M3 - Article
SN - 0121-5469
VL - 24
SP - 317
EP - 330
JO - Revista Colombiana de Psicologia
JF - Revista Colombiana de Psicologia
IS - 2
ER -