Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior

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• 作者：Lindsey M. O’Brennan (1)
  Catherine P. Bradshaw (1)
  Michael J. Furlong (2)
  
• 关键词：Teacher reports ; Student problem behavior ; Classroom behavior ; School climate
• 刊名：School Mental Health
• 出版年：2014
• 出版时间：June 2014
• 年：2014
• 卷：6
• 期：2
• 页码：125-136
• 全文大小：
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• 作者单位：Lindsey M. O’Brennan (1)
  Catherine P. Bradshaw (1)
  Michael J. Furlong (2)
  
  1. Department of Mental Health, Bloomberg School of Public Health, Johns Hopkins University, 624?N. Broadway, Hampton House, 8th Floor, Baltimore, MD, 21205, USA
  2. Department of Counseling, Clinical, and School Psychology, Gevirtz Graduate School Education, University of California, Santa Barbara, Santa Barbara, CA, 93106, USA
  
• ISSN：1866-2633

文摘

Reducing student problem behavior remains a leading concern for school staff, as disruptive and aggressive behavior interferes with student achievement and the school climate. However, the multisystemic nature of schools makes it difficult for researchers and practitioners to identify factors influencing to students-behavior. The current study examined student problem behavior through an ecological lens by taking into account individual (e.g., gender, ethnicity, prosocial behavior), classroom (e.g., class size, average classroom behavior), and school-level factors (e.g., location, school climate). Using data from 37 elementary schools, 467 classrooms, and 8,750 students, a series of hierarchical linear models were tested. Multilevel analyses revealed that while individual student characteristics had the largest influence on problem behavior, average prosocial behavior and concentration problems of students within the classroom, as well as teacher perceptions of the school climate significantly related to how students behaved. These findings support the use of classroom-based intervention programs to reduce student problem behavior.