Teachers' and students' causal explanations for classroom misbehavior: similarities and differences

ICPCLS Conference organized by World Academy of Science, Engineering, and TechnologyThis study aimed to examine the similarities and differences between teachers’ and students’ causal explanations of classroom misbehavior. In-depth semi-structured interviews were conducted with twelve teachers and eighteen Grade 7-9 students. The qualitative data were analyzed, in which the attributed causes of classroom misbehavior were categorized into student, family, school and peer factors. Findings showed that both interviewed teachers and students shared similarity in attributing to student factors, such as ‘fun and pleasure seeking’ and ‘attention seeking’ as the leading causes of misbehavior. However, the students accounted to school factors, particularly ‘boring lessons’ as the next attributed causes, while the teachers accounted to family factors, such as ‘lack of parent demandingness’. By delineating the factors at student, family, school, and peer levels, these findings help drawing corresponding implications for preventing and mitigating misbehavior in school. © International Science Index 2014published_or_final_versio

Is school misbehavior a decision? Implications for school guidance

Open Access JournalThis study examined the predictive effects of moral competence, prosocial norms and positive behavior recognition on school misbehavior among Chinese junior secondary school students. Results of multiple regression analysis showed that students were more likely to misbehave in school when they had lower levels of moral competence and prosocial norms, and when they perceived their positive behavior being less likely recognized. Practical implications were discussed on how to guide students to make the right choices to behave appropriately in school. Implications for future research were also discussed.published_or_final_versio

Student classroom misbehavior: An exploratory study based on teachers' perceptions

This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers. © 2012 Rachel C. F. Sun and Daniel T. L. Shek.published_or_final_versio

Advances in adolescent research in the Chinese culture: Reflections and future research directions

Editorialpublished_or_final_versio

Training programs and implementation process of positive youth development programs

Editorialpublished_or_final_versio

Development of a new curriculum in a positive youth development program: The project P.A.T.H.S. in Hong Kong

The design of a new curriculum in a positive youth development program (Project P.A.T.H.S.) in Hong Kong is outlined. The Tier 1 Program of the original phase of the Project P.A.T.H.S. is a universal positive youth development program for students in Secondary 1 to Secondary 3 with the curricula developed by a research team comprising scholars in different disciplines (e.g., social work, psychology, and education). The 120 teaching units are designed with reference to 15 positive youth development constructs identified in the successful positive youth development programs. In the extension phase of the project, a new curriculum with 60 teaching units is developed in accordance with these 15 constructs with specific reference to five major adolescent developmental issues. These issues include substance abuse, sexuality issue, Internet addiction, bullying, and money and success issues. The principles underlying the program development and implementation strategies are outlined. Copyright © 2011 Daniel T. L. Shek et al.published_or_final_versio

Life satisfaction, positive youth development, and problem behaviour among Chinese adolescents in Hong Kong

2009-2010 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishe

Filling the missing gaps on research in Chinese adolescents (Editorial)

published_or_final_versio

Process evaluation of a positive youth development course in a university setting in Hong Kong

2012-2013 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishe

Promoting leadership and intrapersonal competence in university students : what can we learn from Hong Kong?

2012-2013 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishe