Instructional and conventional lack of discipline: A predictor of academic performance

Concepción Gotzens Busquets, Ramon Cladellas Pros, Mercè Clariana Muntada, Mar Badia Martín

Research output: Contribution to journalArticleResearchpeer-review

8 Citations (Scopus)


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.
Original languageEnglish
Pages (from-to)317-330
JournalRevista Colombiana de Psicologia
Issue number2
Publication statusPublished - 1 Jan 2015


  • Academic performance
  • Conventional lack of discipline
  • Instructional lack of discipline
  • Teaching-learning process


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