Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective.

Autor/inn/en	Kessels, Ursula; Heyder, Anke
Titel	Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective. Gefälligkeitsübersetzung: Nicht dumm, aber faul? Psychologischer Nutzen von störendem Verhalten im Klassenzimmer aus einer attributionalen Perspektive.
Quelle	In: Social psychology of education, (2020) 23, S. 583-613 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890; 1573-1928
DOI	10.1007/s11218-020-09550-6
Schlagwörter	Attribution; Einstellung (Psy); Verhalten; Sekundarbereich; Schüler; Disziplin (Ordnung); Schulversagen; Unterricht
Abstract	Disruptive student behavior is a frequent part of school life, most often shown by male students and related to many negative academic outcomes. In this study, we examined the psychological benefits of engaging in disruptive behavior for low-achieving students from an attributional perspective. In an experimental vignette study of 178 ninth graders from Germany, we tested whether the students' ratings of a target student who displayed disruptive behavior (instead of unobtrusive behavior) in a vignette would evoke lack-of-effort attributions for academic failure through students' expectations of teachers' reprimands. In order to account for the nested data structure (vignettes nested in participants), we applied multilevel analysis while testing for mediation effects. Results showed that the disruptive behavior of a target student triggered lack-of-effort attributions in students instead of lack-of-ability attributions for low academic achievement. This effect was mediated by students' expectations of teachers' reprimands. In addition, low-achieving students showing disruptive behavior were perceived as more popular but less liked personally and as more masculine and less feminine. The study adds to the understanding of disruptive behavior in class as an attempt of poor-performing students to elicit face-saving attributions for academic failure and enhance their peer status. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/2