English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

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.

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