Investigating the Association between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

Autor/inn/en	Tyler, Kenneth M.; Burris, Jennifer L.; Coleman, Sean T.
Titel	Investigating the Association between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students
Quelle	In: Journal of Early Adolescence, 38 (2018) 4, S.530-553 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431616678987
Schlagwörter	Urban Schools; Middle School Students; Goal Orientation; Mastery Learning; Behavior Problems; Academic Ability; Self Efficacy; Scores; Family School Relationship; Student Motivation; Student Attitudes; Surveys; Correlation; Structural Equation Models; Low Income; Multivariate Analysis; Statistical Analysis; Maximum Likelihood Statistics; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Schülerverhalten; Survey; Umfrage; Befragung; Korrelation; Niedriglohn; Multivariate Analyse; Statistische Analyse
Abstract	Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of perceived home-school dissonance, several motivational antecedents of academic performance, and disruptive classroom behaviors. Six hundred sixty middle school students completed six subscales of the Patterns of Adaptive Learning Scales (PALS), including the Home-School Dissonance subscale, Mastery Goal, Performance Approach, and Performance Avoidance Goal Orientations, and the Disruptive Classroom Behavior subscales. Home-school dissonance scores were significantly associated with lower mastery goal orientation and lower academic efficacy scores. Home-school dissonance scores were also significantly associated with higher disruptive classroom behavior scores and higher performance approach and performance avoidance goal orientation scores. In addition, structural equation modeling with multiple mediators showed that mastery goal orientation and performance approach goal orientation mediated the relationship between home-school dissonance and disruptive classroom behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01