Social and instructional indiscipline in teenagers and university students: The influence of gender

Ma del Mar Badia Martín, Ramon Cladellas Pros, Concepció Gotzens Busquets, Mercè Clariana Muntada

Research output: Contribution to journalArticleResearchpeer-review

3 Citations (Scopus)


Introduction: There are several studies on gender differences in school. Some have referred in treatment over their pupils by gender, others have referred to the perceptions of teachers and students about school discipline. But there is little research that has taken into account the gender variable in the study of social and instructional behavior. In this paper, we make an approach to this topic. Method: This research is part of an empirical-analytical quantitative study that compares the data obtained from the application of a questionnaire of 456 subjects, from high school students of Barcelona and Madrid and the Autonomous University of Barcelona (Spain). For this study we developed a tool consisting of a target with concentric circles and a list of disruptive behaviors, to minimize the distortions associated with language, from the graphical representation of a target. Results: Male students have concluded that perceived transgressions they had committed belong more to instructional order that to conventional. This should put us on alert, both teachers and learners themselves. Verification of these differences is consistent with previous studies of teachers, where there is some concern out of context by teachers regarding the behaviors that have more disruptive power in the classroom. On the other hand women in the study believe to have committed fewer undisciplined acts than men (which correspond to the literature on gender and discipline behaviors in the classroom). Discussion and Conclusion: These results demonstrate once again that the differences between men and women in aspects of behavior are clearly evident. It is clear that both men and women remember having committed more transgressions of instructional discipline than social indiscipline during their time at school. However, as it is maintained in the literature on the subject, are the social aspects which remain more concerned faculty and students, probably due to their beliefs. © Education Psychology I+D+i and Editorial EOS (Spain).
Original languageEnglish
Pages (from-to)693-712
JournalElectronic Journal of Research in Educational Psychology
Issue number2
Publication statusPublished - 1 Jan 2012


  • Classroom discipline
  • Gender
  • Individual differences
  • Instructional environments


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